PE 













ELEMENTS 



— OF 



Language axd Grammar, 



* rasrai 




LIBRARY OF CONGRESS, 



Shelf J^1..SJP 



31\ 



UNITED STATES OF AMERICA. 



y 



i 



ELEMENTS 



OF 



Language and Grammar, 



FOR 



MIDDLE GRADES. 

BY 

THOS. R: VICKROY, A. M., Ph. D. 

A Principal in the St. Louis Public Schools. 




ST. LOUIS, MO.: 
Great Western School Book Company. 

1891. 



Vickrovs Educational Series. 



I. Graded "Work in Arithmetic, consisting of — 

1. ELEMENTS OF ARITHMETIC, ORAL AND WRITTEN, 

AND— 

2. COMPLETE COURSE IN ARITHMETIC, WRITTEN AND 

MENTAL. 

j&S'This book is also bound in two separate volumes. 

II. Graded Work in Language, consisting of — 

1. ELEMENTS OF LANGUAGE AND GRAMMAR, AND— 

2. COMPLETE COURSE IN LANGUAGE AND GRAMMAR. 

III. Graded Work in Spelling and Etymology, con- 
sisting of— 

1. A PRONOUNCING SPELLER FOR LOWER AND MID- 

DLE GRADES, AND— 

2. THE COMPOSITION OF WORDS AND SYNONYMS, FOR 

HIGHER GRADES. 

ieSPThese two books are also bound in one volume. 

IV. A Primary Writing Course, consisting of — 

1. A NEW METHOD OF TEACHING PENMANSHIP, 

2. A PRIMER OF READING AND WRITING, 

3. A SLANT RULER (by which correct form is obtained), AND— 

4. A SET OF WRITING CHARTS. 

J^S^The remainder of the complete series is in course of preparation. 



Copyright, 
1891, 
(2) by Thos. R. Tick roy. 



PREFACE. 



PREFACE. 

Language is two-fold in form : it is spoken and written. 
The cultivation of correct speech should begin with infancy 
and should be continued through life ; for cultivation of speech 
means refined manners, benevolent purposes and lofty aims. 
As these are worthy ends, they should be emphasized by par- 
ents and teachers. 

The written form of language involves three things : 
i. The study of the elements of the English language so 
that the child may be able to get knowledge from books. 
This phase is presented in the Primer of Reading and Writi?ig. 

2. The process of learning the form and meaning of words 
that the child may read with intelligence and write with pro- 
priety. Spelling words and using them in sentences, copying 
sentences and writing extracts from dictation, enable one to see 
verbal forms correctly. At first our efforts are crude, words 
are mispelled, capitals are misused, punctuation marks are 
void of meaning. But copying trains the eye to recognize 
correct forms, and then dictation affords the ear the culture 
which it demands, so that the ear is enabled to give a faithful 
report of what it hears. This phase of language - drill is 
secured in the Spellers of this series. 

3. But language has a still higher function. It is an instru- 
ment of thought, and through it man rises into the sphere of 
art, science, literature and philosophy. Since usage has deter- 
mined the form, order and choice of the words to be used, an 
important office of language instruction consists in training the 
child to use habitually correct forms in speech and writing, 



4 ELEMENTS OF LANGUAGE AND GRAMMAR. 

To think clearly and then to express thought in fitting words, 
is a culture suited to all alike. During the first years the child 
spends in school, he should be made proficient in using all the 
irregular forms of the language. This can be accomplished 
only by employing such special drills as are given in this book. 
The child should see and use correct forms, so that sight may 
reinforce the other powers and correct forms may arise uncon- 
sciously whenever he has occasion to use them. As education 
is forming and informing the mind, habit must come from drill 
which is thorough and systematic. 

The drills of this book are so arranged that the child will be 
able to master by easy steps, in the third, fourth and fifth 
grades, all the irregular forms of the English tongue. In using 
language with discrimination, the judgment is developed and 
the expressive powers are strengthened. The changes in form 
which words undergo when used in sentences claims the first 
attention of teachers and parents. Facts of language must be 
learned in detail. Definite lessons must fix the attention upon 
fundamental things, so that there may be proper advance. 

This book gives the substance of all good primary work in 
Part I., which is a summary review of what is usually done in 
the three lower grades. The salient points only are given, and 
the live teachers who use this book will be able to supplement 
the work in various ways. What is given is intended to be 
simple in statement and rich in exercises. 

St. Louis, July 29, iS 'pi. 



CONTEXTS. 



CONTENTS. 






PART I. REVIEW OF PREVIOUS WORK. 



Definitions and Rules: sentence, asking sentence, telling 

sentence, first word, period, interrogation -point, - 9-10 

Use of the indefinite articles, 10-11 

Use of plural forms: names connected by and, sentences 
about two or more objects, several things about the 
same object, there referring to two or more different 
persons or things ; use of this, these, that, those ; the 
same thing about two or more different persons or 
things, — using there in this connection ; use of plurals 

in ves. - 11-15 

Teaching the form, shape and size of regular solids, - 15-16 
Words showing which one or what kind, - 16-17 

Words showing manner, - 17 

Spelling and use of homonyms, - 18 

The description of a cat, - - 18-19 

The description of a flower, 19 

Pronouns after It is, It was, - 19 

Principal parts of verbs, 20-23 

Possessive forms, 23-24 

Comparison of objects, 24-25 

Plural forms, 25-26 

Written work, 26 

Abbreviations, 26-27 

Principal parts 27-28 

Spelling and use of homonyms, 28 

Description of pictures and models, 28 

Forms of sentences: declarative, interrogative, impera- 
tive, exclamatory, 28-32 

Use of capitals and abbreviations, 32 

The form of a letter, - 33 

Principal parts of verbs, 33-31 

Adjectives after verbs, - 31 

Interrogative words, --.-..._ 34 

Relative pronouns, 35 

Exercise in articulation, 35 

Spelling and use of homonyms, 35-36 

Letter writing, 36 



6 ELEMENTS OF LANGUAGE AXD GRAMMAR. 



PART II. SENTENCE MAKING. 



A talk on language, - 37-38 

Definitions: idea, word, thought, sentence, ... 38 

Parts of the sentence : subject, predicate, exercises, - - 40-42 

Partial rules of syntax, -------- 42 

The copula, 42-44 

Analysis of unmodified sentences, 44-45 

The adjective Element, 45-48 

Objective element, - 48-50 

Adverbial element, 50-51 

Exercises of sentences with modifiers, 52-54 

Topical review, - - - -. 54 

Rules for punctuation, 54-57 

Rules for capital letters, 57-61 

Additional rules for punctuation, 61-64 

Parts of speech :— 

The noun, 65-68 

The personal pronoun, 69-70 

Number, 71 

Gender, 71-72 

Case 72 

Declension, 73-75 

The verb, 75-77 

The adjective, 78-81 

The adverb, 81-82 

The preposition, 83-84 

The conjunction, 84-85 

The interjection, - 86 



PART III. FORMS AND USES OF WORDS. 



The plural form of nouns, 87-88 

Forms of pronouns, 88-89 

Paraphrasing a story, 89 

Possessive form of nouns, 90 

Forms of verbs expressing time, 90-93 

Forms of verbs expressing stage: completed, continuing, 93-94 

Verbs derived from adjectives, ------ 95 



CONTEXTS. 



Active and passive forms, 95-96 

Derivative adjectives, - 97-99 

Comparison of adjectives, 99-100 

Adverbs in ly and ward, 100 

Rules of syntax: — 

Subject and verb, 102-103 

Object of a verb or preposition - - . - - 103-104 

Prepositions, 105 

Possessive Case, 106 

Adjectives, 107 

Adverbs, 108 

Conjunctions, - - - 109-110 

Pronouns as predicates, Ill 

Correction of incorrect forms, 112-116 

Uses of words summarized, 117-118 



PART IV. COMPOSITION. 



Composition defined, 119 

Review of punctuation, 119-121 

Exercises in punctuation, 121-125 

Bills, receipts and promissory notes, .... 125-127 

Letter-writing, 127-130 

Formal Notes, 130-131 

Changing poems into prose, 131-136 



ELEMENTS OF LANGUAGE AND GRAMMAR. 



COURSE OF STUDY. 



THIRD YEAR. 

PAGES. 

FIRST QUARTER, 9-15 

SECOND QUARTER, 15-24 

THIRD QUARTER, o±_2s 

FOURTH QUARTER, 28-36 

FOURTH YEAR. 

FIRST QUARTER, 37-40 

SECOND QUARTER, 46-57 

THIRD QUARTER, - 57-72 

FOURTH QUARTER, 72-86 

FIFTH YEAR. 

FIRST QUARTER, 87-94 

SECOND QUARTER, 95-108 

THIRD QUARTER, 109-118 

FOURTH QUARTER, 119-136 



GRADED WORK IN LANGUAGE. 



ELEMENTS 

OF 

Language and Grammar. 



PART I 



REVIEW OF PRIMARY WORK. 



DEFINITIONS. 

1. A Sentence is a group of words in which something 
is told or asked. 

2. The form of words in which something is told, is called 
a Telling- Sentence. 

Examples. 

The sun shines. Trees grow. 

3. The form of words in which something is asked, is 
called an Asking- Sentence. 

Examples. 

Will the sun shine to-day ? Will the trees grow ? 

Note. — Let the pupil tell what he knows, that his knowledge may become 
clearer. As language is an instrument of thought, the utterance of new ideas 
as they arise reacts upon the mind and stimulates the thinking powers. 

Train pupils to talk fluently and intelligently. 



10 ELEMENTS OF LANGUAGE AND GRAMMAR. 

RULES. 

4. The first "word of even* sentence should begin with 
a capital letter. 

5. A period (.) should be placed after every telling 
sentence. 

6. An interrogation-point (?) should be placed after 
every asking- sentence. 

Examples. 
This is a very fine day. Will the day be fine ? 

7. Grammar teaches the form to be given to words 
when used in sentences. 



Examples. 

A. Amei 

Combined : 



America. Soldier. Fis;ht. 



An American solder fights. 

John. Book. Be. Tear. 

Co nib hied : 

John's book is torn. 

This. Man. Tell. I. Story. 

Combined : 

These men told me stories. 

jjgT'The boldfaced type shows the form of the words as 

changed. 



USE OP THE INDEFINITE ARTICLES. 

8. Procure objects whose names begin with a, e, i, o or u, 
and let pupils name them, using an before their names. 



USE OF THE INDEFINITE ARTICLES. 11 



Examples. 

This is an apple. That is an inkstand. 
This is an orange. That is an elephant. 

Exercise I. 

9. Make sentences naming the following objects: Acorn, 
apron, anchor, antelope, ape, anvil, ankte, angle, arm, auger, 
awl, axe, eagle, ear, ear-ring, eel, egg, elk, elbow, eye, eye- 
brow, insect, iron, orange, organ, ostrich, oven, owl, osyter, 
ox, umbrella and urn. 

Exercise II. 

10. Let pupils point out objects in the school-room and 
make sentences using a or an. 

Examples. 

This is an old box. You have a new book 
Did you lose a knife ? I found a key. 



USE OF PLURAL FORMS. 
Exercise III. 

11. Have pupils make sentences about two different per- 
sons or things using a or an before their names and connect- 
ing these by the word and. 

Examples. 

The boy has an apple and a pear. 
Does a boy love a dog and a ball? 

Note.— If the object is not at hand, so far as possible, use a model or a pic- 
ture of it. Encourage pupils to talk freely about familiar things. 



12 ELEMENTS OF LANGUAGE AND GRAMMAR. 

Exercise IV. 

12. Require pupils to make telling and asking sentences 
about one or more persons or things of the same kind. 

Examples. 

The apple is red. The apples are mellow. 

Suggestion. — i. Present some object (as an apple) 
and require each pupil to tell something about it. {The 
apple is red ; The apple is mellow ; The apple is large.) 

2. Present two or more objects* (as apples) and require 
pupils to tell something about them. {The apples are ripe; 
The apples are small ; Tlie apples are sweet.) 

3. Continue with various objects requiring pupils to tell 
something first about one of them and then about more than 
one of them. 

4. Teach children to ask such questions about objects 
presented as will afford them information. Let only pertinent 
questions be asked; as, Is the apple ripe? What kind of 
tvood is this? 

Exercise V. 

13. Require pupils to tell or ask several thing's about 
the same object, and then combine these into a single 
sentence. 

Examples. 

The pear is large. The pear is sweet. The pear is mellow. 

Combined : 

The pear is large, sweet and mellow. 

Is the pony tame ? Is the pony strong ? Is the pony old ? 

Combi?ied : 

Is the pony tame, strong and old ? 

Suggestion. — t. Get several pupils to say something 
about a melon. ( The melon is striped ; The melon is large; 
The melo7i is ripe.) 



USE OF PLURAL FORMS. 13 



2. Combine these sentences into a single statement. (The 
melon is striped, large and ripe.) 

3. Let pupils state several things about given objects, and 
then combine these statements into single sentences. 

4. Now let questions be asked about given objects and 
then let them be combined into single asking sentences. (Is 
the pony tame? Is the pony strong? Is the pony old? 
Combined : Is the pony tame, strong and old ? ) 

Exercise VI. 

14. Require pupils to tell and ask the same thing about 
one or more objects. 

Examples. 
Is this melon ripe ? Are the melons ripe ? 

Suggestion. — 1. Place several objects upon a desk or 
table and require pupils to tell the same thing about each of 
them. (The bell is on the table; The book is on the table; 
The slate is on the table. Combined : The bell, the book and 
the slate are on the table.) Are, not is, must be used when 
something is said of two or more distinct objects. 

2. Now place the objects where the pupil cannot see 
them and let him ask whether they are in a certain place. 
Continue the process with several sets of objects. 

Caution. — Be sure to teach the correct use of is and are ; 
was and "were ; has and have. 

Exercise VII. 

15. Require pupils to make telling and asking sentences 
beginning with the word There. 

Examples. 

There is a peach in the basket. 
There are peaches in the basket. 



14 ELEMENTS OF LANGUAGE AND GRAMMAR. 

Caution. — Be sure to use are, "were and have, when more 
than o?ie object is spoken of. 

Exercise VIII. 

16. Require pupils to make sentences beginning with 
There and refering to two or more different persons or 
things. 

Examples. 

There are a pencil, a slate and a book in my desk. 

Where are the pen, the slate and the book? 

Are there a slate, a pen and a book in your desk? 

Suggestion. — Require pupils to place objects in specified 
places and to tell where they are : Thus : There are a pencil, 
a slate and a book in my desk ; Where are the copy book, the 
drawing book and the rubber ? 

Exercise IX. 

17. Require pupils to make sentences involving the 
words child, children ; foot, feet ; man, men; mouse, mice;, 
ox, oxen; tooth, teeth; goose, geese; woman, women. 

Examples. 

The man, the woman and the child were lost. 
Men, women and children were present 

Exercise X. 

18. Require sentences to be made in which this, these ; 
that, those are used. 

Examples. 

Is this the new book? Is that your knife? Those boys 
are happy. 



USE OF PLUKAL FORMS. 15 



Note. — These words are used to point out things in sight 
to give or gain information. This refers to a person or thing 
near the speaker, and that to one more remote. Thus : Are 
these your papers? That figure is- prettier than this one. 

Exercise XI. 

19. Have pupils make sentences involving the use of 
beef, beeves ; calf, calves ; half, halves ; knife, knives ; leaf, 
leaves; loaf, loaves; sheaf, sheaves; shelf, shelves; thief, 
thieves ; wife, wives ; and wolf, wolves. 

Examples. 

A wolf is fierce. The hunter was pursued by a pack of 
wolves. The man bought four knives : he gave a knife to me. 

20. Dictate the following- stanza: 

Whene'er a noble deed is wrought, 
Whene'er is spoken a noble thought, 

Our hearts, in glad surprise, 

To higher levels rise. 

Exercise XII. 

21. Teach pupils to contrast things and tell what they 
are. 

Example. 

This is an arithmetic, but that is a grammar. 

Exercise XIII. 

22. Teach the form, shape and size of a cube, a sphere, 
a cylinder, a cone, and a square prism. 

Suggestion. — The sphere is round in form, circular in * 
shape, and large or small in size. The cube has height from 



16 ELEMENTS OF LANGUAGE AND GRAMMAR. 



top to bottom, width from left to right or from front to back. 
It has twelve edges, six faces and eight corners. It is cubical 
in form and square in shape. 

Note. — By shape is meant the outline of a body from any particular point 
of view. 

Exercise XIV. 
23. Teach children to distinguish and name the colors of 
objects. 

Examples. 

My dress is brown, but my apron is white. 
Is Mary's dress purple? 

Suggestion. — A color chart is needed in order to teach 
color. Children should see the colors contrasted in order to 
recognize and name them. After the primary and secondary 
colors and a few of the principal shades and hues are learned, 
let the children bring colored cards and fabrics and assort 
them into reds, blues and yellows. Then let them take the 
reds and assort them, pointing out the shades and hues such as 
pink, crimson, maroon. In handling cards and fabrics, they 
are to be taken up at random and their colors named. Make 
telling or asking sentences about color. If a child mistake, 
let him ask, What color is this? and let one of the more 
expert children answer. Color is the best subject for sense 
training and language culture. 

Note. — When color charts are wanting, the teacher can easily procure 
boards about two feet long and a foot wide and paste strips of differently 
colored paper upon these. One board should show the primary colors, blue, 
red and yellow ; another the secondary colors, orange, green and purple; while 
a third should show the shades of color, as pink, lavender, and so on. 

If nails are driven into the boards, they serve the purpose of exposing to 
view various articles which children may bring to be talked about and grouped 
in the Language Lesson. 

Exercise XV. 
24. Teach children to name objects in order. 

Examples. 
John is the fifth boy in the third row. 



USE OF PLURAL FORMS. 17 



Suggestion. — As counting is too often mistaken for telling 
the order of objects, the two processes should be contrasted. 
How many boys are there in the class ? Count and see. 
Fourteen. Begin here and tell which is first ? — last ? — fifth ? 
— ninth ? Name the order of the desks in the room, and so on. 

Exercise XVI. 

25. Teach the use of words telling which one or what 
kind. 

Examples. 

This apple is ripe. Other persons have fine clothes. 

Suggestion. — Let pupils tell something or ask something 
using bright, busy, close, cheerful, divine, equal, frisky, great, 
honest, kind, nice, near, pleasant, proper, real, right, soft, 
strange, sharp, safe, swift, true, weary, wise. Take these 
words one by one and get as great a variety of sentences as 
possible. 

Exercise XVII. 

26. Teach the use of words telling how an act is done. 
By suffixing ly to the words given in Exercise 16, words 
expressing manner are formed. 

Suggestion. — Let some pupil read. Ask the class how she 
reads. {Mary reads well, slowly, distinctly, and so on.) 
Let each child make a sentence. 

Exercise XVIII. 

27. Teach children to reason about objects. 

Example. 

The hunter knew that there were deer in the woods, be- 
cause he saw tracks. 

Suggestion. — Show an object, let the children examine it, 
and find out something about it. Thus : This knife has lost 
some of its blades : therefore it is an old knife. 



18 ELEMENTS OF LANGUAGE AND GRAMMAR. 

Exercise XIX. 

28. Teach the use of I, we, you, he, she, it, they ; am, is, 
are, was, were; here, there; now, then; no ^ not. 

Exercise XX. 

29. Teach the use and spelling of the homonyms — ate, 
eight; a, ah; be, bee; blue, blew ; dear, deer; eye, I; hear, 
here; knew, new; know, no; made, maid ; read, red; rig Jit, 
write; see, sea ; son, sun ; to, too, two; their, there; wares, 
wears ; waste, waist. 

Suggestion. — Print the words on cards. Show a word and 
require a pupil to make a sentence in which the word is cor- 
rectly used. Then let its homonym be spelt and used in 
another sentence. 

Exercise XXI. 

30. Teach pupils to tell what happened on their way to 
school or in the school yard- 

Note. — Insist on truth and accuracy, elegance and perti- 
nency. 

Exercise XXII. 

31. Teach children to describe objects. 

Suggestion. — Interest children in some real object, as a 
cat. Tell them some interesting story about a cat and get 
them to tell stories in return, Let them talk freely, and tell 
all they cam about the cat. Encourage them to ask questions. 
Let them state what the cat is and what qualities it has, and 
write the words in order upon the blackboard. Thus : 

Cat, head, body, tail, ear, eye, leg, paw, foot, toe, claw, 
sheath, pad, ball of foot, tongue, prickles, whiskers, keen^ 
greed, silent, spring, prey. 

Now let each pupil take a word and make a sentence, until 
all the words have been used in order. After repeating the 



USE OF PLURAL FORMS. 19 

exercise several times, the children will be delighted to perceive 
that they are giving a systematic description of the cat. 
Finally, let the brighter pupils give the entire description and 
encourage the slower ones to do the same. 

Exercise XXIII. 

32. Teach pupils to separate and name the parts of a 
flower. 

Suggestion. — Make colored drawings of the parts of a 
flower, viz : 

1 . Let each pupil bring a flower, and point 
5. Pistil. out the different parts by number beginning at 

4. Stamen. the outermost and proceeding to the innermost. 
3. Corolla. \- After pupils can distinguish and point out the 
2. Calyx. parts by number, let them then learn the names 

1.. Stem. of the parts and. give a description of the 

flowers. Thus: 

1. The stem is the part upon which the flower rests. 

2. The calyx is the outer circle of green flower-leaves. 

3. The corolla is the inner circle of colored flower-leaves. 

4. The stamens are the thread-like parts. 

5 . The pistil is the central part of the flower. 

2. Teach children to give a coherent description of the 
flower. Let them also tell about other flov/ers and ask ques- 
tions concerning them. v Teach them to observe sharply, and 
stimulate them so that they may talk freely. - 

Exercise XXIV. 

33. Teach the use of/, we, you, he, she, and they, after 
// is and It was. 

Suggestion. — Let a child walk and then ask, What are you 
doing? (I am walking.) Who is it that is walking? (It 
is I that am walking, ,) Let children perform various acts and 
draw out sentences like the following : 

It was he that opened the door. 



20 ELEMENTS OF LANGUAGE AND GRAMMAR. 



It was he and she that lifted the chair. 

It is we that are reciting. 

It is he, she and I that are writing. 

It is they that are walking. 

It is you that is hearing our lesson. 

Caution. — Persistent and careful drill upon sentences like 
these is the only certain means of correcting such habitual 
errors as 7/ is me ; It is her ; It is us ; It is them. 



TEACHING THE PRINCIPAL PARTS. 

Exercise XXV. 

34. Teach the correct use of the forms of do, did, done ; 
write, wrote, written ; see, saw, seen. 

Suggestion. — i . Put the word write upon the blackboard 
and ask, What do I do? (You write.) What did I do? 
(You wrote.) What have I done? (You have written.) 

2. Let the children copy the word write upon their slates, 
and ask them, What do you do? (I write ; we write.) What 
did you do ? (We wrote ; I wrote.) What have you done ? 
(I have written ; we have written.) 

3. Show them a picture and ask, What do you do now? 
(I see; we see.) Remove the picture and ask, What did you 
do ? (I saw ; we saw.) What have you done ? (I have seen ; 
we have seen.) 

4. Tell or ask something using the forms write, wrote, 
written; — see, saw, seen. Now ask something using any of 
these forms. 

Blackboard Exercise. 

jg@* Write st, s or th with a differently colored crayon. 

DO. 

I do. 

Thou dost. 
He does. 



WRITE. 


SEE. 


I write. 


I see. 


Thou writest. 


Thou seest. 


He writes. 


He sees. 



TEACHING FORMS OF THE VERB. 21 



or 


or 


or 


He doth. 


He writeth. 


He seeth. 


We do. 


We write. 


We see. 


You do. 


You write. 


You see. 


They do. 


They write. 


They see. 



Observe that st is used with thou, and s or th with he 
she or //. 

Exercise XXVI. 

35. Teach the use of the forms of will, shall, give, get ; 
me, us, him, her, whom; to, for. 

Note. — When a statement is made, shall is placed after I 
and we ; will after you, he, she, it and they. When a question 
is asked, these pronouns are placed after shall and will. We 
give to persons ; we get for or from persons. 

Suggestion. — i. Give an object to some child and ask 
him to whom he will give it. {I shall give this apple to you ; 
— to him ; — to her ; — to them.) Let the giving be performed. 
Tell what you do. {I gave the apple to him.) What have you 
done? {I have given the apple to him.) Give the apple to 
some one and let him ask, To whom shall I give this apple? 
Shall I give this apple to her? Perform the act and ask, Do 
I give this apple to her? Did I give an apple to you? Have 
I given them an apple? 

2. Request some child to get a book for you and ask, 
What do you did? (I got a book for you.) What did you do? 
What have you done? Make statements and ask questions, 
using get and got. 

Caution. — Do not use get for have, nor got for have been. 
Exercise XXVII. 

36. Teach the use of do, go, come; does, goes, conus; did, 
went, came; done, gone, come; them, from, till, soon. 



22 ELEMENTS OF LANGUAGE AND GRAMMAR. 



Caution. — Do not say He come for He came; I done it for 
I did it; He don't know for He doesn't know. 

Exercise XXVLLT. 

37. Teach the correct use of begin, began, begun; bite, 
bit, bitten; blow, blew, blown; break, broke, broken. 

Suggestion. — The telling and asking sentences made in a 
language lesson should be the expression of actual experiences 
arising out of seeing objects, the discernment of their properties 
or relations, and the actual performance of the acts expressed, 
otherwise the exercise degenerates into mere babble. If the 
suggestions as to method heretofore given have been faithfully 
carried out, further explanation will not be needed, except 
where new topics are presented. 

Exercise XXTX. 

38. Teach the use of — drink, drank, drunk ; draw, drew, 
drawn; fall, fell, fallen ; grow, grew, grown; hide, hid, 
hidden; know, knew, known. 

Exercise XXX. 

39. Teach the use of — ride, rode, ridden; run, ran, run ; 
speak, spoke, spoken; steal, stole, stolen; sing, sang, sung; 
swim, swam, swum; throw, threw, thrown. 

Caution. — Do not say He run for He ran; I th rowed the 
stone for I threw the stone. 

Exercise XXXI. 

40. Teach the use of— -fly, flow, flown; flee, fled, fled; 
flo7c>, flowed, flowed. 

Suggstion. — A bird flies, a criminal flees, water flows. 
'Buds flew; water flowed or has flowed ; birds have flown. 



POSSESSIVE FORMS. 23 

Exercise XXXII. 

41. Teach the use of — 

Lie, lay, lain; lay, laid, laid; lie, lied, lied. 

Caution. — Do not say, The book lays on the table for The 
book lies on the table ; He sets for He sits. 

Suggestion. — Make sentences in which both forms are 
correctly used; as, Set the chair that I may sit on it; The 
book has lain on the table since it was laid there. 

Exercise XXXIII. 

42. Teach the use of bring and fetch ; take, bear, convey, 
and carry. 

Caution. — Do not use take for bear, carry or convey. 
Teach the correct use of each of these words. 

Exercise XXXIV. 

43. Teach the correct use of learn and teach. 

Caution. — Do not say, He learned me grammar for He 
taught me grammar. 

Exercise XXXV. 

44. Teach the use of catch, caught ; buy, bought ; fight, 
fought ; think, thought. 

Caution. — Do not say I don't think when you mean that 
you think otherwise. 

Exercise XXXVI. 

45. Teach the use of 's suffixed to words to make them 
express ownership, origin, or fitness. 

Suggestion. — Get articles from pupils and after having 
arranged them, hold these one by one up in view of the class 
and ask, Whose is this? What is this? 



24 ELEMENTS OF LANG TAG E AND GRAMMAR. 



Remark. — Two names are joined by means of 's. John 
book is without meaning. Suffix 's to John and the sense is 
complete. Thus : Johns book. 

Exercise XXXVII. 

46. Teach the use of the possessive forms my, mine; our, 
ours ; your, yours ; his; her, hers; its; their, theirs; whose. 

Suggestion. — As the idea of ownership is quite strong in 
children, it will be easy to get very expressive sentences with 
mine, yours and his. 

Exercise XXXVIII. 

47. Teach children to compare two objects. 

Note. — Er added to a descriptive word means -that the 
object has the quality in a greater or less degree than the 
object with which it is compared. 

Suggestion. — Take two books of different sizes and let the 
children compare them. {This book is larger than that one ; 
— longer; — thicker; — heavier; — better; — dearer.) Bring out 
through objects the difference between thick and thin ; wide 
and narrow ; long and short ; light and heavy ; old and new; 
young and old. 

Exercise XXXIX. 

48. Teach children to compare three or more objects. 

Note. — Est suffixed to a descriptive word means that the 
object to which it refers has the quality in the greatest or least 
;e. 



Suggestion. — Take three books of different sizes and com- 
pare them. One will be larger than one and smaller than the 
other. The one which is larger than either of the others, is the 



largest of the three. 



COMPARISON. 21 



Exercise XL. 

49. Teach the use of — 

Big, bigger, biggest; busy, busier, busiest; cold, colder, 
coldest ; drea ry , drea rier , drea 7'iest ; fu II, fu ller , fu I lest ; great, 
greater, greatest; heavy, heavier, heaviest; hard, harder, 
hardest; long, longer, longest; many, more, most; noble, 
nobler, noblest; old, older, oldest ; soft, softer, softest; strange, 
stranger, strangest; sharp, sharper, sharpest; safe, safer, 
safest; wise, wiser, wisest. 

Exercise XLI. 

50. Teach the use of — 

Bad, ivorse, worst ; good, better, best ; few, fewer, fewest ; 
happy, happier, happiest; lazy, lazier, laziest; nice, nicer, 
nicest; ripe, riper, ripest ; rough, rougher, roughest ; slight, 
slighter, slightest ; swift, swifter, swiftest; young, younger, 
youngest. 

Suggestion. — John is young, George is younger than John, 
but Harry is the youngest boy in the class. 

Exercise XLII. 

5 1 . Teach pupils to form sentences in which the following 
words express more than one : — 

Peach, loss, box, fox, cage, fence, face, piece, horse, house, 
nose, rose, grass, moss, glass, bush, fish, place. 

Note. — Suffix es to each of these words to make them indi- 
cate more than one. 

Exercise XLIII. 

52. Teach the use of the following words in sentences 
making them express more than one: — 

Bcriy, country, daisy, family, fly, kitty, lily, story, body, 
lady, reply, beauty, city, fairy, study. 



26 ELEMENTS OF LANGUAGE AND GRAMMAR. 

Note.— Drop y and suffix ies to these words to make them 
express more than one. 

Exercise XLIV. 

53. Use the following words in sentences making them 
express more than one: — 

Deer, sheep, fly, sky, busk, /ask, porch, size, tax, balance, 
carriage, course, dress, edge, fringe, hedge, inch, noise, orange, 
tigress, village, voice, joy, money, leaf, advice, cottage, ditck, 
service, verse, valley, gra?id-ckild. 

Exercise XLV. 

54. Write sentences observing the following 

Rules. 

I. Begin the first word of each sentence with a capital 

letter. 
II. Begin each proper name with a capital letter. 
III. Place a period (.) after each telling sentence. 

IV. Place an interrogation-point (?) after each asking sen-' 
tence. 

ggg^Let some of the sentences now be written. 

Suggestion. — Paragraphs should be transcribed from the 
Reader, so as to accustom pupils to observe closely the use of 
capital letters and punctuation points. 

Exercise XL VI. 

55. Teach the following abbreviations: 

Mr., Mister. Dr., Doctor. Rev., Reverend. 

Mrs., Mistress. ct., cent. Prof., Professor. 

St., street. cts., cents. Col., Colonel. 

Ave., avenue. doz., dozen. Esq., Esquire. 



PRINCIPAL PARTS OF VERBS. 27 



Exercise XL VII. 

56. Teach the following contractions: 

can't for cannot. I've for / have. 

don't for do not, I'll for / shall. 

won't for will not. shan't for shall not. 

doesn't for does not. haven't for have not. 

Exercise XL VIII. 

57. Teach the use of— 

Bind .bound; find, found; dig, dug; hold, held; stand, 

stood ; tell, told. 

Exercise XLIX. 

58. Teach the use of— 

Feed, fed; feel, felt; hear, heard;, keep, kept; leave, left; 
lose, lost; loose, loosed; meet, met; read, read. 

Exercise L. 

59. Teach the use of— 

Cry, cried; hang, hung (hanged); make, made; pay, paid; 
say, said; sell, sold; send, sent; slide, slid; sleep, slept. 

Remark.— When s or d is annexed to a word ending in y 
after a consonent, drop y and substitute ie: as, cry, cried, cries. 

Exercise LI. 

60. Teach the use of — 

Choose, chose, chosen; drive, drove, driven; eat, ate, eaten; 
forget, forgot, forgotten; freeze, froze, frozen; rise, rose, 
risen; ring, rang, rung; shake, shook, shaken; strike, struck; 
tear, tore, torn; wear, wore, worn. 



28 ELEMENTS OF LANGUAGE AND GRAMMAR. 

Exercise LIE. 

6 1 . Teach the use of — 

Bear, bore, borne; spring, sprang, sprung; shear, sheared, 
shorn; tread, trod, trodden; weave, wove, woven. 

Exercise LIE. 

Teach the use of — 

Bend, bent; creep, crept; deal dealt; dream, dreamt; grind, 
ground; mean, meant; spend, spent. 

Exercise LIV. 

62. Teach the spelling and use of the following homo- 
nyms: 

Bow, beau, bough; by, bye, buy; cent, sent, scent; claws, 
clause, Claus ; fir, fur; flour, flower ; f orth , fourth ; hole, 
whole; in, inn; him, hymn; lain, lane; nun, none; ore, 
o'er, oar; one, won; rode, road, rowed; soar, sore; seas, 
seize, sees ; some, sum ; wood, would; week, weak ; the, thee; 
toad, toed. 

Exercise LV. 

63. Describe pictures and models. 

Suggestion. — i. Show a picture and let the children talk 
about it, pointing out its peculiarities and telling what they 
know about it. 

2. Write the salient points upon the blackboard as catch 
words. 

3. Talk about it. Familiarity gives the confidence out of 
which grows power. This is the goal of education. 

Exercise LVI. 

64. Develop the four kinds of sentences, viz: Declara- 
tive, Interrogative, Imperative and Exclamatory. 



FORMS OF SENTENCES. 20 



Suggestion. — i. Let the children think of some object 
and then let each one name the object of which he thinks. Se- 
lect one of these objects and let each child tell something about 
it. Select the simplest of the sentences thus made and let it 
be written upon their slates. Inspect the work carefully and 
have all mistakes corrected. 

2. Now teach them to name and define a telling sentence. 
As such sentence is called a Declarative sentence, write the 
word Declarative upon the blackboard. 

DEFINITION. 

65. A Declarative Sentence is the form of words in 
which a statement is made. 

3. Let the children now ask questions about the same per- 
son or thing. Select one of the questions and let it be written 
upon the slates. Inspect the sentence thus written to see that 
it begins with a capital letter and closes with an interrogation- 
point. (?) 

4. Next teach them to name and define an asking sentence. 
Such sentence is called an Interrogative sentence. After they 
have tried to write the word Interrogative upon their slates, 
write Interrogate upon the blackboard under Declarative, and 
call attention to a before tive. 

DEFINITION. 

66. An Interrogative Sentence is the form of words in 
which a question is asked. 

5. Let the children tell you to do something. Let them 
write sentences which command or request something to be 
done. 

6. Teach them to name and define a Commanding sen- 
tence. As such sentences are called Imperative sentences, let 
the children write the word Imperative, which should then be 
written upon the blackboard under the other two names of sen- 
tences. 



30 ELEMENTS OF LANGUAGE AND GRAMMAR. 



DEFINITION. 

67. An Imperative Sentence is the form of words in 
which something is commanded or requested. 

7. Let the children express admiration of some person or 
thing. Select one of the sentences and let it be written, plac- 
ing an exclamation-point (!) at its close. Inspect the work. 

Model. — What a beautiful book you have I 

Note. — What and how before verbs make interrogative 
sentences, but when placed before the subject they express 
admiration. Thus : Interrogative : How large is your book ? 
Exclamatory : How large your book is ! Interrogative : 
What name has he ? Exclamatory : What a name he has ! 

8. Teach children to name and define an Exclamatory 
sentence. Write the word Exclamatory upon the blackboard. 

DEFINITION. 

68. An Exclamatory Sentence is the form of words in 
which wonder, admiration or some other strong feeling is 
expressed. 

Caution. — Write the preceding definitions upon the black- 
board and keep them there until each pupil can repeat them 
and give examples in illustration. 

Exercise LVII. 

69. Tell what form each of the following sentences has: 
Lambs play. 6. We want to skate. 



Do fishes swim ? 7 . God bless our home. 

Let him go. 8. How the wind blows! 

How the horse runs! 9. Knowledge is power. 

Let us alone. 10. What a writer he is! 



MODELS AND EXERCISES. 31 

Models. 

The fire burns makes a statement ; therefore it is a Declara- 
tive sentence. 

How it snows I expresses feeling ; therefore it is an Exclam- 
atory sentence. 

Exercise LVIII. 

70. Change each of the following sentences into the 
other kinds ; 

i. The first snow has fallen. 

There will be fine sleighing to-morrow. 
Is the rainbow a beautiful object ? 
What a wonderful structure the mind is ! 
Look at the snow-clad mountains. 
Study your lessons thoroughly. 

that I were young again ! 
The hunter shot a deer. 
How green the fields look ! 
Come to me, my child. 

Exercise LIX. 

7 1 . Complete the following sentences ; 
T Do study ? 

How deep is ! 

letters. 

The snow 

studies 

How howls ! 

Will to-morrow ? 

1 can \ 

read and ? 

The girl 



32 ELEMENTS OF LANGUAGE AND GRAMMAR. 

Exercise LX. 

72. Point out the Declarative, the Interrogative, the 
Imperative, and the Exclamatory sentences in the reading 
lessons. 

What a truthful boy Washington was ! 

Exercise LXI. 

73. Teach the use of capital letters in proper names. 
Suggestion. — Talk about prominent persons, and from 

time to time have sentences written. Get each kind of sen- 
tence from the children, and thus illustrate the use of the 
period, interrogation-point and exclamation-point. 

Exercise LXII. 

74. Teach the use of capital letters in the names of cities, 
towns, rivers, mountains and countries. 

Suggestion. — Let the child tell something about the city 
or state in which he lives, and then change this sentence into 
each of the other kinds. In the same manner, let him tell 
something about the rivers and mountains best known to him. 

Exercise LXILT. 

75. Teach the use of capital letters in the names of the 
months and days of the week, and their abbreviations. 

Suggestion. — Tell something about the winter months ; — 
the spring months ; — the summer months ; — the autumn 
months ; the first days of the week ; the last days. 

Exercise LXIV. 

76. Teach the use of capital letters in the abbreviations 
of titles of respect and honor. 

Suggestion. — Use Mr., Mrs., Dr., Capt., Col., Gen., Esq., 
Rev., Hon., with the name of some well-known person. Write 
sentences and then change them into each of the other kinds. 



PRINCIPAL PARTS OF VERBS. 33 



Exercise LXV. 

77. Teach letter writing, limited to — 

i. Place and date. 
.2. Name. 
3. Complimentary address. 

Body of letter containing only two or three sentences. 

5. Subscription at close. 

6. Folding and superscription upon the envelope. 

ion. — Let children write suitable letters at Christ- 
New Year's, Easter, and especially on the birthdays of 
relatives. 

Exercise LXVI. 

78. Write the body of letters, using — 

Arise, arose, arisen ; bid, bade, bidden or bid ; forsake, for- 
sook , forsaken ; show, showed, shown ; shrink, shrank, shrunk; 
sink, sank, sunk; slay, slew, slain; strive, strove, striven; 
swear, siuore, sworn ; tread, trod, trodden. 

Suggestion. — The sentences written should contain all the 
forms of at least two of these verbs. The work of sentence- 
making and the changing of the forms of sentences should be 
gone over orally before the written work is required. Pupils 
should first have clear conceptions and express them orally 
before they attempt to put them in a correct written form. 
One thing at a time is enough. 

Exercise LXVII. 

79. Teach that burst, cast, cost, cut, hit, hurt, let, put, 
rid, set, shed, shred, shut, spread, thrust and wet have only one 
form for present, past and completed acts. 

Caution. — Use s only with a singular subject to distinguish 
present from past time ; as, He bursts his balloon now ; You 
burst (not bursted) yours yesterday. 



34 ELEMENTS OF LANGUAGE AND GRAMMAR. 

Exercise LXVIII. 

80. Write the body of letters using — 

Can, could; shall, should ; will, would ; seek, sought; 
shine, shone or shined ; stick, stuck; string, strung; swing, 
swung; win, won; wind, wou?id ; wring, wrung. 

Caution. — Be careful to use shall with I or we in state- 
ments. 

Exercise LXIX. 

81. Teach the use of bleed, bled; deal, dealt; dwell, 
dwelt; drown, drow)ied ; k?ieel, knelt; lead, led ; leave, 
left ; lend, lent ; sew, sewed ; shoot, shot ; speed, sped ; stay, 
staid or stayed; sweep, swept ; weep, wept. 

Caution. — Do not say drownded, for drowned. 

Exercise LXX. 

82. Teach the use of adjectives after the verbs appear, 
feel, look, seem, smell a7id taste. 

Suggestion. — When some quality or condition of the sub- 
ject is referred to and the word has two forms, the form of the 
word without ly must be used. Thus : John appears happy, 
not happily; George seems crusty, not crustily ; James feels 
cheery, not cheerily ; It smells sweet, ?iot sweetly. 

Exercise LXXI. 

83. Teach the use of the interrogative words who, whose, 
whom, which, what, when, where, why, how, whither, whence. 

Caution. — Do not end a sentence with a little word like at, 
to, for. Do not say, Whom did you speak to? but To whom 
did you speak ? 

Suggestion. — In changing the form of sentences containing 
these words, observe how the answer to the question becomes 
a declarative sentence. Thus : Who is there ? He is there. 



HOMONYMS. 



Exercise LXXII. 

84. Teach the use of the relative pronouns who, which, 
that, as, what. 

Note. — Who refers to persons ; Which refers to things and 
to persons when the clause is restrictive. That must be used 
for who when the word denoting the same object is a pronoun, 
or is modified by very, same, no, not, any, each, every, some, or 
by a superlative. That is also used for who when one of the 
two words referred to denotes things. As is used for who 
when the antecedent is modified by such or many. 

Exercise LXXIII. 

85. Teach the use of the following words, pronouncing 
them so as to distinguish them: Dew, do; presence, presents ; 
prince, prints ; sense, cents ; world, whirled ; whir, were ; wliit, 
wit; wJiet, wet; wonder, wander. 

Note. — Contrast the sounds of ns and nts ; oo and yoo ; 
6 and a; w and wh. 

Exercise LXXIV. 

86. Teach the spelling and use of the following homo- 
nyms : 

Ail, ale; aisle, isle, Til; aught, ought; bald, bawled; 
ball, bawl; bare, bear; berry, bury; break, brake; coarse, 
course, corse; cloak, cloke ; choir, quire; deign, Dane; de7V, 
due; dying, dyeing; dough, do (note); earn, urn; faint, 
feint; fair, fare; flew, flue; gait, gate; groan, grown; 
hall, haul; hair, hare ; hart, heart; heal, heel ; hour, our; 
hours, ours; holy, wholly; idle, idol; laid, lade; leaf, 
lief; led, lead; male, mail; mane, main; need, knead; 
O, oh, owe; pane, pain; pear, pare, pair; pale, pail; 
peal, peel; peace, piece; pride, pried; pries, prize; 7'ain, 
rein, reign; rap, wrap; rice, rise(n) ; seen, scene, seine; 



36 ELEMENTS OF LANGUAGE AND GRAMMAR. 

scent, sent, cent; cents, scents; sell, cell; sew, so, sow, 
-sign, sine; stake, steak; steal, steel; threw , through ; throne, 
thrown; tied, tide; told, tolled; wade, weighed; wait, 
weight; way, weigh; wrong, rong ; wrote, rote. 

Remark. — Many witty things lose their force when written. 
Thus : A boy was hit on the back of the head with a ball and 
the bawl came out of his mouth. 

Exercise LXXV. 

87. Teach the writing of letters to intimate friends, and 
let the body of the letter contain only three or four sentences. 
See Exercise LXII. 

Remark. — The complimentary 7 address may be My dear 
Mother; My dear Clara; My dear Friend. The compli- 
mentary closing maybe, Your affectionate son; Yours affec- 
tionately ; Your devoted friend. 



ELEMENTS AND PARTS OF SPEECH. 37 



PART II. 



SENTENCE MAKING. 



ELEMENTS AND PARTS OF SPEECH. 

83. A Talk on Language. 

. Get pupils to talk freely and fluently. Ask them to think of 
something. (A bee.) Tell something about a bee. {A bee 
fiies. A bee hums. A bee stings. A bee gathers honey. 
A bee sits on a flower and sips. The bee stores honey in <ells.) 
Let pupils tell how bees swarm, live in hollow trees and hives, 
etc. 

Do you see a bee now ? Do you hear it hum ? Do you 
feel it sting ? Do you smell the flower ? Do you taste the 
honey? (A 7 *?.) How then do you know about a bee? (/ 
have a picture of a bee in my mind?) A picture in the mind is 
called an idea. 

Make the sounds : b e. Put them together and tell what 
they make. {They make the word bee.) When the word bee 
is uttered, it suggests the object bee, and is the sign for the 
idea of a bee. 

But we converse and the words we utter die, except in so 
far as we are able to recall the ideas they suggest. Some 
means of preserving our ideas are necessary, and letters have 
been invented for that purpose. We may therefore preserve 



38 ELEMENTS OF LANGUAGE AND GRAMMAR. 

our ideas by putting together the letters which represent the 
sounds of a word. Thus : bee becomes a written sign of our 
idea of a bee. 

But in order to converse, we must pass from one idea to 
another. We pass from the bee to one of its acts or qualities, 
and grasp the related ideas in one view. Thus : bee, hums, 
sips, stings, may be viewed as separate ideas, or they may be 
put together so as to make a complex idea or thought. As 
thinking is an act of the mind by which some act, state, quality 
or other attribute is imputed to an object, thinking consists of 
two processes, viz. : First, Causing the picture of an object 
to arise in the mind, and, second, Connecting some of the acts, 
stales, qualities, relations, etc., appropriate to the object with 
it. Hence, in order to think, we must discern objects, dis- 
tinguish their attributes, and put together the ideas thus 
disce'rned and distinguished. 

The thinking process is a going from one idea to another in 
such a way as to connect them. Hence, single words do not 
express thoughts. When the words which are the signs of the- 
ideas put together are combined, such combination is called a 
sentence. 

DEFINITIONS. 

89. An Idea is a picture in the mind. 

90. A Word is the sign of an idea. 

91. A Thought is two or more related ideas put together. 

92. A Sentence is a group of words expressing a thought. 

Example. 

Birds fly. Dogs bark. Children play. Flowers bloom. 



EXERCISES. 39 



Exercise LXXVL 

93. Tell what a dog does; — a bee; — a horse; — a cat; 
— a crow ; — a dove ; — a rooster ; — a sheep ; — a robin ; — a hen. 

To the Teacher. — Get pupils to talk freely. Let them 
tell several things about each object. When they can give 
oral sentences fluently, let them write a few sentences, observ- 
ing the following 

Rule. — Beg-in the name of the thing- defined, with a 
capital letter. 

Exercise LXXVII. 

94. Tell in writing what a crow does ; — a sheep ; — a hen ; 
— a dove; — a horse. 

To the Teacher. — Inspect carefully the work written. 
Exercise LXXVIII. 

95. Correct the following sentences: 



a idea is A picture in The Mind? 

a word is the Sign of an Idea: 

a thought is Two or more related Ideas Put Together. 

a sentence is a Group of Words expressing a Thought. 

Begin Every Sentence with a Capital! 

Exercise LXXIX. 

96. Tell what a fish does; — a goose; — a parrot; — a 
bird ; — a peacock ; — a lark ; — a raven ; — a buffalo ; — a black- 
bird ; — a linnet ; — an eagle ; — a deer ; — a squirrel ; — a worm ; 
— a snake; — a lion; — a monkey;— a bear; — a tiger; — a 

buzzard. 

Exercise LXXX. 

97. Write sentences telling what animals leap', — gnaw; 
— burrow ; — prowl; — migrate. 



40 ELEMENTS OF LANGUAGE AND GRAMMAR. 



THE PARTS OF THE SENTENCE. 

Analysis. — Stars shine. In these words something is said 
about stars ; it is said that they shine. A sentence thus con- 
sists of two parts : a subject and a predicate. 

DEFINITIONS. 

98. The subject of a sentence is the word naming the 
object of which something is thought. 

99. The predicate of a sentence is the word expressing 
what is thought of an object. 

Model of Analysis. 

Example. Flowers bloom. Flowers is the subject of the 
sentence Flowers bloom, because it names the object of which" 
something is thought. Bloom is the predicate, because it ex- 
presses what is thought of floiuers. 

Remark. — The analysis of a sentence may be indicated by • 
drawing a single line under the subject and a double line 
under the predicate. Thus: Flowers bloom. 

Exercise LXXXI. 

100. Analyze the following sentences: 



I 


Kittens play. 


8. 


Winds blow. 


2 


Balls bounce. 


9- 


Sheep bleat. 


3 


Clouds float. 


IO. 


Worms crawl. 


4 


Frogs croak. 


ii. 


Children cry. 


5 


Horses neigh. 


12. 


Diamonds sparkle 


6 


Doves coo. 


i3- 


Coals glow. 


7 


Gold glitters. 


14. 


Stars twinkle. 



EXERCISES. 



41 



101. 



Exercise LXXXII. 

Indicate the analysis of the following sentences 



I. 


Crows caw. 


7- 


Clara sings. 


2. 


Birds sing. 


8. 


Jane dances. 


3- 


Children romp. 


9- 


Horses neigh. 


4- 


George skates. 


IO. 


It snows. 


5- 


Girls lau'gh, 


1 1. 


We walk. 


6. 


James hides. 


12. 


You talk. 



Exercise 

102. Complete the following sentences 
reads. 



Boys 



Girls . 
Harry 



plays. 



7- 




. .runs. 


8. 




. .talk. 


9- 


Percy. . 




IO. 


Birds . . . 




ii. 




.sings. 


12. 


Horses . 





sleeps. 

Exercise LXXXIV. 

103. Form sentences, using the following words as 
subjects : 

Apples, oranges, melons, houses, cars, bridges, geese, oxen, 
mules, sheep, wagons, horns, toys, dolls. 

Exercise LXXXV. 

104. Form sentences, using the following words as pre- 
dicates : — 

Yells, crow, whistle, hiss, run, talk, write, blow, squeal, 
wave, roll, fly, study, romp, play. 



42 ELEMENTS OF LANGUAGE AND GRAMMAR. 



Exercise LXXXVI. 

105. Form sentences, using the following words only: 

Read, sing, birds, boys, cry, children, swim, fly, kites, 
fishes, hiss, bite, snakes, dogs, chirp, tick, crickets, clocks, 
prance, Jwrses, balk, jump, mules. 

106. Partial rules of syntax. 

I. The forms /, we, he, she, it, they and who are 
used as subjects. 

II. The predicate ends in s when a single object is 
spoken of in present time. 

Examples. 

Single object. More than one object. 
He reads. They read. 

John writes. He and she write. 

She talks. We talk. 

Exercise LXXXVII. 

107. Correct the following sentences: 
i. John and me are going to school. 

2. The man and the boy is here. 

3. There is cows in the lot. 

4. The boys rides velocipedes. 

5. Do you and him go to school? 

6. Neither James nor Jane study geography. 



THE COPULA. 

Sometimes the predicate consists of words like writing, 
written, king, good, I, he, she, and is joined to the subject by 
means of such words as am, is, are, was, shall be, has been. 



THE COPULA. 43 



DEFINITION. 

108. The Copula is some form of the verb be used to 
join the predicate to the subject. 

Remark. — In analyzing, mark the copula by c written 
beneath it. 

Examples. 

Alfred is King. Henry is good. 

c = c — — 

Milton was a poet. Homer was blind. 
c -■■- c 

William is writing. The letter is written. 

c , c - 

It is I. It is we. It is she. 

- c ■= -c= -c = 

Exercise LXXXVIII. 

109. Analyze and mark the following sentences: 
i. I am writing. 

2. The house is finished. 

3. Longfellow is a poet. 

4. Job was patient, 

5. It is they ; it is not he. 

6. We are immortal. 

7. Horses are animals. 

8. Mary is a teacher. 

9. Moses was meek. 

10. The streets are muddy. 

1 1 . The cattle are wild. 



1 2. These sentences are analyzed. 

Model of Analysis. 

Example. — I am writing. 
- c 



44 ELEMENTS OF LANGUAGE AND GRAMMAR. 

Am is the copula, because it joins the predicate writing to 
the subject I. 

Remark. — /and writing are treated as in Exercise 6. 

110. Partial Rule of Syntax. 

111. The forms /, we, thou, you, he, she, it, they are used 
as predicates. 

Exercise LXXXIX. 

111. Correct the following sentences : 
i . It was me that did it. 

2. It is him that told you. 

3. Fear not ; it is me. 

4. I did not know that it was her. 

5. He said it was them. 

6. It is we that was talking. 

Exercise XC. 

112. Complete the following : 

1 . A pen is 

2. Desks are 

3. A river is 

4. Hills are 

5 . A letter is 

6. The earth is 

7 . Arithmetic is 

8. An auger is 

9. Eagles are 

10. A wagon is 

1 1 . Reading is 

1 2 . An elephant is 



THE ADJECVIVE ELEMENT. 45 

Exercise XCI. 

Remark.— -The grouping of things should be exemplified at 
this stage. Thus: What are maps, charts, and globes? They 
are grouped as Apparatus. What are chairs, desks and 
tables ? They are grouped as Furniture. 

113. Complete the following : 

i . Ducks, geese and chickens are 

2. Balls, tops and marbles are 

3. Donkeys and camels are 

4. Apples, pears and peaches are 

5. Hogs, sheep and goats are .• 

6. Cows, horses and mules are 

7. Hawks, eagles and buzzards are 

8. Toads, frogs and lizards are 

9. Wolves, bears and foxes are 

10. Thrushes, larks and robins are 

11. Men, women and children are 

12. Horses, birds and fishes are 



THE ADJECTIVE ELEMENT. 

1 14. Some words are joined to names to point out or 
describe objects. Thus, in the sentence, That boy is large, 
that points out a particular boy; and in the sentence, Good 
boys study, good describes boys. Such words generally answer 
the questions which one, how many, or what hind, and are 
called Adjectives. But as they are grouped with other 
limiting words, they may better be called Adjective Ele- 
ments. 



46 ELEMENTS OF LANGUAGE AND GRAMMAR. 



An a written under a word indicates that it is an 
Adjective Element. Thus : 

Those three little girls are sisters. 

AAA C 

Exercise XCET. 

115. Indicate the analysis of the following sentences: 
i. Every good pupil is diligent. 

2. That beautiful bay horse is mine. 

3. Few religious men are unhappy. 

4 Several learned men have been senators. 

5. Some boys are more studious. 

6. Tftiose three children are lovely. 

7. Napoleon was a great soldier. 

8. Bismarck is a celebrated diplomat. 

9. There were many persons present. 

10. A wise and good man is a blessing. 

11. The full moon is round. 

12. Far-off hills are green. 

116. Some words are joined to names to denote posses- 
sion, and are included in Adjectives Elements. 

Examples. 

John's book is torn. His hat is new. My brother is sick. 

The words my, our, thy, your, his, her, its, their, 
whose, and words ending in 's or s' denote possession and 
are also Adjective Elements. 

Exercise XCIII. 

117. Analyze and mark the following sentences : 

1 . The rook's nest is empty. 

2. My task is difficult. 



THE ADJECTIVE ELEMENT. 



47 



3. Our books are interesting. 

4. Henry's farm is productive. 

5 . Her flowers are beautiful. 

6. Your George is a fine boy. 

7. John's lessons are abstruse. 

8. The man's hand was leprous. 

9. His young son is bright. 

10. The nation's glory is great. 

1 1 . Peter's wife's mother was sick. 

1 2 . The rook's nest is not empty. 



Example. 



My king's treasury is full. 

A A C = 



118 

session 
1 
2 

3 

4 

5 
6 

7 



Exercise XCIV. 

Fill the following blanks with words denoting pos- 

He had lost 



brother book, 

sister book is worn out. 

The nest was full of eggs. 

new shoes hurt feet. 

soldiers were all slain. 

residence is next 

The , . . . . conduct is reprehensible. 

boots and shoes are cheap. 

Remark. — A word is sometimes placed after another word 
to distinguish one person or thing from another of the same 
name ; as, Paul the apostle ; William the Conqueror. A word 
thus used is called an appositive, and is included among Ad- 
jective elements. 

Example. 

Henry the Fourth was an excellent king. 



I 



48 ELEMENTS OF LANGUAGE AND GRAMMAR. 

Exercise XCV. 

119. Analyze and mark the following sentences : 
i . The poet Homer was blind. 

2. The patriarch Abraham was God's friend. 

3. The emperor Nero was a cruel tyrant. 

4. William the Conquerer defeated Harold. 

5. The disciple John was beloved. 

6. The proto-martyr Stephen was a holy man. 

7. We the people do ordain this constitution. 

8. Milton the poet was blind. 

9. Cicero, the celebrated orator, was consul. 
10. Henry, our new clerk, is industrious. 

Exercise XCVI. 

1 20. Fill the following blanks with appositives : 

1. George reigned sixty years. 

2 . Paul was a good missionary. 

3. Alexander was ambitious'. 

4. Tennyson wrote Enoch Arden. 

5. The word is the name of a bird. 

6. Alfred founded Oxford University. 

7. The schooner was wrecked. 

8. Napoleon was captured at Sedan. 



THE OBJECTIVE ELEMENT. 

121. Some words express acts which pass over from a doer 
to an object; as, George struck Frank; Mary read a book; 
Birds build nests ; The tenor sang a solo. The word denot- 
ing the object to which the act passes, is called an Objective 
Element, and answers the question what or wJiom. 







THE OBJECTIVE ELEMENT. 




49 


122. 

thing to 


An 
which 


DEFINITION. 

Objective Element denotes 
an act passes. 


the 


person or 



Remark. — The Objective Element is indicated by © written 
beneath it. 

Examples. 
Rosalind teaches arithmetic. 

: O 

Martha writes a letter. 

• A O 

The farmer ploughs the field. 

A ===== a o 

The soldier uttered a groan. 

A — A o 

Exercise XCVIL 

123. Analyze and mark the following sentences: 

i. They brought me several bouquets. 

2. His father gave him a fine horse. 

3. Mary gave her mother a present. 

4. They promised me a new piano. 

5. My seat-mate lent me his book. 

6. They showed us the parks. 

7. He offered me his hand. 

8. John sent his mother many letters. 

9. Art has usurped nature's bowers. 

10. The Indian hunter pursued the panting deer. 

1 1 . Men have done brave deeds. 

12. She sang me some charming songs. 

Remark. — A word denoting the object to or for which any- 
thing is done, is called the Indirect Object, and is treated as 
an objective element. Such forms as me, us, him, her, them, 
whom, are objective elements. 



50 ELEMENTS OF LANGUAGE AND GRAMMAR. 



Exercise XCVIIL 



124. Fill out the following' 

i . John wrote 

2. Boys fly 

3. Girls sing 

4. Adolf learns 

5. Bears like 



7- 

8. 

9- 
10. 
1 1. 
12. 



Misers love . . . 
Birds build .... 
Children read. . 
George teaches 

Men wear 

Cats catch 

Merchants sell. . 



13. He sold 

14. We struck. . . . 

15. She sang 

16. You showed.. . 

17. They wrote.. . . 

18. We shall send. 

19. John bought. . . 

20. Rebecca told. . 

2 1 . Ada made 

22. Emma will sell. 

23. You gave 

24. They lent 



THE ADVERBIAL ELEMENT. 

125. Some words are limited in application by others 
expressing place, time, or manner \ as, William came yester- 
day ; Slowly and sadly we laid him down. Words thus used 
are called Adverbial Elements. 



DEFINITION. 

126. An Adverbial Element is a word which expresses 
place, time, or manner. 

Remark. — The Adverbial Element is indicated by printing 
V under it. 



THE ADVERBIAL ELEMENT. 51 



Examples. 
The cars moved off very rapidly. 

A - — == V V 

The man was dangerously ill. 
A C V = 

Her clear voice was much affected. 

A A C V ======? 

He walked away quite quickly. 

- = V V 

Exercise XCIX. 

127. Analyze the following sentences: 

i. She came quite early yesterday morning. 

2. He arrived very soon afterwards. 

3. The physician frequently calls twice daily. 

4. The sails were shaking violently. 

5 . The boy learns his lessons readily. 

6. Two trains pass here hourly. 

7. Our old clock ticks continuously. 

8. The chimes strike the hours regularly. 

9. The train passed the station rapidly. 

10. Whither have our singing birds gone ? 

1 1 . How long will your mother be away ? 

12. Where are all the flowers now ? 

Remark. — Names of objects expressing time, distance, price, 
quantity or manner, are classed as adverbial elements. 

Examples. 

They staid two hours yesterday. 

= A V V 

The boys walked four miles this morning. 

A A V A V 

Flour costs eight dollars a barrel. 

= A V A V 

His trousers were a world too wide. 
A C A V V ===== 



52 ELEMENTS OF LANGUAGE AND GRAMMAR. 



Exercise C. 

128. Analyze the following sentences. 

i. John remained there two entire years. 

2. My daughter came home this morning. 

3- Wheat is worth a dollar a bushel. 

4- The log weighed about two hundred pounds. 

5- The man walks ten miles every day. 

6. The shepherds returned rejoicing and praising God. 

7- Her clear voice came ringing sweetly. 

element ARK, ~" TheVerb " th ^ prefix <° forms an adverbial 

8. I was thus forced to beg my bread. 

9- - He went to see his friend this morning. 

io. Children should read so as to be heard. 

ii. I am not quite ready to go. 

12. My son is very anxious to learn. 

Remark —Such expressions as to beg, to ee heard to 
go, show in what respect an act or feeling is limited. 

Exercise CI. 

129. Analyze the following sentences : 

r. Ambitious men sometimes deceive themselves. 

2. Birds often devour cherries greedily. 

3- An elm is a very beautiful tree. 

4- My youngest child is nine years old. 

5- Silvery clouds fringed the horizon. 
6. This little twig bore quite a large red apple. 
7- The last ship arrived early this forenoon. 
8. A thousand soldiers often make a regiment 



THE ADVERBIAL ELEMENT. 53 



9. Isabella, a pious queen, assisted Columbus. 

10. This iron railing is very durable. 

1 1 . The boy bruised his thumb severely. 

1 2 . Constant occupation will surely prevent temptation . 

Exercise Oil. 

130. Expand the following sentences by adding some 
circumstance of place, time or manner : 

1. The old hollow tree fell 

2. That beautiful new sled was. . . .broken 

3. The grand old ocean roars 

4. His three pleasant friends left 

5 . My teacher's youngest daughter came 

6. The beautiful spring flowers wither 

7 . Her pretty new hat was blown off 

8. All good pupils study 

9. The four daring robbers ran away 

10. Many thousand peach trees blossom 

1 1 . Thus the doll's face was spoiled. 

12. Monkeys are curious little animals. 

Exercise CIII. 

131. Expand the following sentences by adding adjec- 
tive or objective elements : 

1. I have bought school books. 

2. Little girls love very much. 

3 boys are flying kites. 

4. I have bought you toy. 

5 mother gave me very large 

6. Every good girl studies diligently. 

7. The lady had given her .a doll. 



54 ELEMENTS OF LANGUAGE AND GRAMMAR. 



8. 




and have I none. 


9- 


That. .. 


carpet is pattern. 


IO. 


A 


. . . thing is that arm-chair. 


ii. 


A 


lion can drag off 


12. 


That. . . 


man carries 



TOPICAL REVIEW. 

132. What is an idea? What is a word? What is a 
thought ? What is a sentence ? What are the parts of a sen- 
tence? WTiat is the subject? What is the predicate? What 
is the copula? What is an adjective element? With what 
elements are possessives classed ? What is an appositive ? 
What is an objective element? What is an indirect object? 
What is an adverbial element ? What kind of elements are 
words expressing time, distance, price, quality, or manner? 

Note. — The aim of all language culture should be to make 
intelligent readers, correct writers, and fluent speakers. It is 
not sufficient that the forms of speech be carefully learned and 
fixed by suitable drill exercises. Whatever is learned in the 
language lesson should be applied and recognized in all other 
lessons. This is the kind of review which imprints indelibly' 
upon the mind the facts which are worth knowing. 



RULES FOR PUNCTUATION. 

Rule I. 

133. A Period (.) should be placed after every Declara- 
tive or Imperative sentence, and after every Abbreviation, 
Roman Numeral, and every Heading. 

Examples. 
Birds fly. Be kind. M. D. Language Lessons. 



RULES FOR PUNCTUATION. 55 



Exercise CIV. 
134. Copy and punctuate the following 



I. 


Be courageous 




6. 


Hon H E W Lewis 


2. 


It is well 




7- 


J N Block Esq 


3- 


The Snowstorm 




8. 


Decimals 


4- 


Dr I H S Wolfe. 




9- 


J McCosh DDLLD 


5- 


He paid 3 cts apiece 


10. 


Olive Street, St Louis, Mo 






Exercise 


CV. 



135. Give the Rule for the periods used in the reading 
and other lessons. 

Rule II. 

136. An Interrogation Point (?) should be placed 
after every question or word used as a question. 

Examples. 

Can you write ? What is ^ of 4 ? — 1 2 ? — 24 ? 

Exercise CVI. 

137. Copy and punctuate the following sentences: 

1. Will he come 5. What is it 

2. Does it rain 6. You see me, eh 

3. How do you do 7. Can a boy hop 

4. Does he study 8. Will you help me 

9. Are we a nation 

10. Where are your flashes of merriment your gambols 

your songs your gibes 

11. At 10 cts a pound what would* be the cost of 8 lb. 

sugar 5 lb. 7 lb. 12 lb. 25 lb. 

12. " What is truth " was Pilate's question. 



56 ELEMENTS OF LANGUAGE AND GRAMMAR. 



Exercise CVII. 

138. Give the rule for the Interrogation-points used in 
the reading lessons. 

Rule III. 

139. An Exclamation-point (!) should be placed after 
every word or group of words used to express strong feeling. 

Examples. 
Ah, me ! What a wonder ! How he runs ! 

Exercise CVIII. 

140. Copy and punctuate the following: 
i . How good he is 

2. Fie on him 

3. Alas alas what have I done 

4. Ah me how happy I'll be 

5. Charge Chester charge 

6. Oh that I could find him 

7. " Woe worth the chase woe worth the day " 

8. How perfect how straight how elegant 

9. Ho trumpets sound a war-note 
10. How gracefully the kite rises 

Exercise CLX. 

141. Place the proper point after each of the following 
sentences and give the rule for its use : 

1. See the boys and girls How merry they are 

2. Look did you see that boy fall down 

3. Ellen do look at Fido 

4. O Hattie I just saw a large rat in the shed 

5. Do tell me how she got it, Frank 



RULES FOR CAPITAL LETTERS. 57 

Oh we would bring it right back, Willie 

Well, then, let us whistle it to sleep 

Oh I thank you very much 

" Yes you can if you try " said the old hen 

Come here, Lucy, and listen 

Note. — Select sentences and paragraphs from the First 
Reader, or from the Second Reader and have pupils write the 
selections from dictation and then punctuate them. 

Exercise CX. 
142. Dictate the following dialogue: 
Fritz. — Why, what is that falling out of the bread Gold, 

O father, gold 
Father. — Do not touch it That money is not ours 
Fritz. — Whose is it, then Gold O father 
Father.— -I do not know whose it can be : we must inquire 

Run to the baker's Quick, my son 
Fritz. — But, father, we are so poor Did you not buy the loaf 



RULES FOR CAPITAL LETTERS. 
Rule I. 

143. The first word, of every sentence should begin 
with a capital letter. 

Examples. 

Be careful. Let him go. Try, try again. 

Rule II. 

144. The name of each person, place, country, or 
particular object should begin with a capital letter. - 



58 ELEMENTS OF LANGUAGE AND GRAMMAR. 



Remark. — When proper names consist of two or more 
words, each of the words should begin with a capital letter. 

Examples. 

I went to Boston and saw Bunker Hill Monument. Bar- 
tholdi's Statue of Liberty is on Bedloe's Island. 

Rule III. 

145. The words naming an object defined or described 

should begin with capital letters. 

Examples. 

A Compound Number is a collection of concrete units. 
The Eastern Continent contains three grand divisions. 

Exercise CXI. 

146. Apply these rules in correcting the following : 
i. the Boy skates. 

2. st. louis, mo. 

3. w. e. gladstone. 

4. the park is large. 

5. The merchant's exchange. 

6. An elementary Sound is a simple ultimate element 

of Speech. 

7. the new bridge is a Splendid Structure. 

8. the united states of america. 

9. the south and west. 

10. william is studying Geography. 

11. He studies Arithmetic and History. 

12. Great britain contains three Countries. 



EULES FOR CAPITAL LETTERS. 59 

Rule IV. 

147. The name of each month and of each day of the 
week should begin with a capital letter. 

Examples. 

Thanksgiving Day is generally in November. 
Murderers are usually hung on Friday. 

Rule V. 

148. The first word of each line of poetry should begin 
with a capital letter. 

Example. 

Like a sudden spark 

Struck vainly in the night, 
Then returns the dark 

With no more hope of light. 

Exercise CXII. 

149. Correct the following sentences: 

i. the spring months are march, april and may. 

2. He can speak italian, french and german. 

3. The andes are on the western coast of south 

am erica. 

4. bunker hill monument is near boston. 

5 . this is a picture of Washington crossing the delaware. 

6. January, february and december are winter months. 

7. We write on monday, tuesday, thursday and friday. 

8. What has become of the mohegans, the iriquois and 

the mohawks ? 

9. The pyranees form the boundary between france 

and spain. 



60 ELEMENTS OF LANGUAGE AND GRAMMAR. 

10. The amazon is the largest river in south america. 

1 1 . There lies in florida strait a rock called the double- 

headed shot keys. 

12. go not, happy day, 

from the shining fields ; 
go not, happy day, 

till the maiden yields, 
rosy is the west, 

rosy is the south, 
roses are her cheeks 

and a rose her mouth. 

Rule VI. 

150. The words I and O should be in capitals. 

Rule VII. 

151. Titles, and words denoting the Supreme Being 

should begin with capital letters. 

Examples. 

His Honor, D. R. Francis, Mayor of St. Louis. 

His Excellency, D. R. Francis, Governor of Missouri. 

Rock of Ages, cleft for me, 
Let me hide myself in Thee. 

Exercise CXILI. 

152. Correct the following : 

i . Holy, holy, lord god almighty. 

2. He came on tuesday, June 2. 

3. O yes, come on Wednesday. 

4. The lord is my shepherd. 

5. new york, monday, december 1. 



CAPITALS AND PUNCTUATION. 61 



6. His honor, henry martin, chief justice of New York. 

7. twinkle, twinkle, little star: 
how i wonder what you are ! 

8. His excellency, s. j. tilden, governor of new york. 

Note. — The form of English words can be learned only by 
transcription and dictation. Therefore write from dictation 
and have gems of literature copied. 

Rule VIII. 

153. Quotation marks (" ") should be used to enclose 
the exact words of another. 

Examples. 

" Go in, Tiger,' 1 said the girl. 

tl A stranger, mother," said the man, " and he wants us to 
let him stay all night." 

Exercise CXIV. 

154. Punctuate the following: 

1. One evening Frank's father said, 

Frank, would you like to go with me to catch some 

fish? 
Yes, sir; can I go? and with you, father? 
Yes, Frank, with me. 
Oh, how glad I am ! 

2. Kate, will you play with me? said James. 

Not now, James, said Kate ; for I must make my 
doll's bed. 

3. Here Ponto ! Here Ponto ! Kate called to her 

dog. Come and get the dolls out of the pond. 
Kate said, Good old Ponto ! Brave old dog \ 



62 ELEMENTS OF LANGUAGE AND GRAMMAR. 

Rule LX. 

155. An Apostrophe (') should be used to show that 
letters have been omitted from a word, or to indicate owner- 
ship, origin or fitness. 

Examples. 

" I'm aware of that, ma'am," said I. 

" I don't doubt, tho', that it's six miles away." 

John's ball ; God's mercy ; the sun's rays ; men's shoes. 

Exercise CXV. 

156. Place apostrophes where they belong: 
i . He attended a boys school. 

2. "You dont try at all," said the hen. "We cant 

jump so far," said all the little chickens. 

3. Im not quite ready, but 111 come. 

Rule X. 

157. A Comma ( , ) is used to separate words and groups 
of words. Thus: John, James and Henry can read, sing, 
dance and study. The book is on the table, in the closet, or 
in the book-case. 

Examples. 

Come in, sir. Mr. B., our new teacher, has a clear, strong 
and melodious voice. 

Exercise CXVI. 

158. Place commas where they belong: 



CAPITALS AND PUNCTUATION. 63 



Dictation. 

i. I saw as in a dream sublime 

The balance in the hand of Time. 

O'er East and West its beam impended; 
And day with all its hours of light 
Was slowly sinking out of sight 
While opposite the scale of night 
Silently with the stars ascended. 

Dictate : 

2. A Poet too was there whose verse 
Was tender musical and terse ; 
The inspiration, the delight 

The gleam, the glory, the swift flight 
Of thoughts so sudden that they seem 
The revelations of a dream. 

3. Like unto ships far off at sea 
Outward or homeward bound are we. 
Before behind and all around 

Floats and swings the horizon's bound. 

Rule XI. 

159. A Hyphen (-) is used to unite two or more words 
into one, or to show that part of a word is carried to the next 
line. 

Examples. 

Half-a-dozen. A never-to-be-forgotton story. He is im- 
patient. Snow-balls. 

Exercise CXVII. 

160. Find the hyphens in the reading lesson, and tell for 
what purpose they are used. 



64 ELEMENTS OF LANGUAGE AND GRAMMAR. 

• 

Note. — Paragraphs selected from some lower Reader should 
be written upon the blackboard without capitals or punctuation 
points, and pupils should be required to correct and copy, and 
then give rules for the corrections made. Much careful drill is 
needed to make pupils ready to detect mistakes in the written 
form of language, and to accustom them to use correct forms. 
Do not neglect this drill. 

TOPICAL REVIEW. 
161. %g^ Illustrate each definition and rule. 

i. What is an Idea? 2. What is a Word? 3. W Tiat is a 
Thought? 4. What is a Sentence? 5. How should a sen- 
tence be begun? 6. What are the chief parts of a sentence? 
7. What is the Subject? 8. What is the Predicate? 9. What 
is the Copula? 10. What is an Adjective Element? 11. 
What is an Objective Element? 12. What is an Adverbial 
Element? 13. How is each element of a sentence indicated?- 
14. What is a Declarative Sentence? 15. What is an Inter- 
rogative Sentence? 16. What is an Imperative Sentence? 
17. What is an Exclamatory Sentence ? 18. Give the rule for 
the use of the Period. 19. Give the rule for the use of the 
Interrogation-point. 20. Give the rule for the use of the 
Exclamation-point. 21. Give the rule for the use of " Quotes." 
22. Give the rule for the use of the Apostrophe. 23. Give 
the rule for the use of the Hyphen. 24. Give the rule for the 
use of the Comma. 25. How is the Dash used? (See 
Readers?) 



PARTS OF SPEECH. 65 



PARTS OF SPEECH. 

162. English words are divided into eight classes, called 
Parts of Speech. 

The Noun. 

Suggestion. — i. Let pupils name objects and write the 
names in a column. 2. Write upon the blackboard such sen- 
tences as (a). The sun-shines, (b). The bell rings, (c). Putty 
is soft. (d). Honey is sweet, (e). The rose is fragrant, 
(f). Truth is mighty. 3. Now ask, What shines? How do 
you know? (Sight), What rings? How do you know? 
(Hearing). WTiat is soft? How do you know? (Touch). 
What is sweet ? How do you know ? ( Taste) . What is fra- 
grant? How do you know? (Smell). What is mighty? 
How do you know? (Thought). 4. Name other things that 
can be seen ; — heard ; — touched ; — tasted ; — smelt ; — thought. 
5. Bring out the fact that things thus known are called objects, 
and that the words which name them are called nouns. 

Definition. 

163. A Noun is a word which names a person or thing. 

Examples. 

Tree. Stone. House. Horse. John. 

Remark. — The word noun is used to name one of the eight 
classes into which words are divided. 

Exercise CXVIII. 

164. Make sentences naming objects: 

1. Name five objects in the school room. 2. Name five 
objects on the playground. 3. Name five objects in a parlor. 
4. Name five objects in a kitchen. 5. Name five objects in 
a garden. 

Model. — In a school room there are boys girls, desks, 
books and maps. 



66 ELEMENTS OF LANGUAGE AND GRAMMAR. 

Partial Rule for the Comma. 

165. Names in a series are separated by commas. Thus : 
Horses, mules, eo7us, sheep, hogs and goats are classed as 
domestic animals. 

Exercise CXIX. 

1 66. Write sentences : 

i. Name five objects seen in fields or parks. 2. Name five 
objects seen along streets or roads. 3. Name five objects that 
are in or on rivers. 4. Name five objects seen in the sky. 
5. Name five objects exhibited at fairs. 

Exercise CXX. 

167. Write sentences about animals: 

1. Name five animals each of which has two legs. 2. Name 
five different animals having four legs. 3. Name five animals 
each of which has six legs. 4. Name one animal having 
many legs. 5. Name five animals which migrate. 

Exercise CXXI. 

168. Write sentences: 

1. Name five different animals which live on land. 2. Name 
five animals which live in the water. 3. Name five animals 
which are tame. 4. Name five animals which are wild. 
5. Name five animals which live on meat. j^^What animal 
has no legs ? 

Remark. — This is an exercise not only in language and 
composition, but also in observation and investigation. Lan- 
guage is the expression of thought in speech and writing, but 
thought is empty unless information is gathered from many 
sources. 



NOUNS. G7 



Exercise CXXII. 

169. Make sentences about manufactured articles: 

i. Name five articles made of wood. 2. Name five articles 
made of stone. 3. Name five articles made of iron. 4. Name 
five articles made of brass. 5. Name five articles made of 
leather. 

Exercise CXXIII. 

170. "Write sentences : 

1. Name five fabrics made of wool. 2. Name five fabrics 
made of cotton. 3. Name five vessels made of tin. 4. Name 
'five articles made of silver. 5. Name five things made of 
marble. 

Exercise CXXIV. 

171. "Write sentences about food : 

1. Name five things which are eaten. 2. Name five articles 
of food which grow. 3. Name five articles of food which are 
brought from the tropics. 4. Name five things that are 
brought from South America. 5. Name five articles which 
come from Cuba. 

Exercise CXXV. 

172. "Write sentences : 

1. Name five fruits that grow on trees. 2. Name five dif- 
ferent kinds of nuts. 3. Name five minerals, 4. Name five 
kinds of spices. 5 . Name five kinds of baked food. 

Exercise CXXVI. 

173. "Write a sentence naming — ■ 
The tools which a blacksmith uses. 
The tools which a carpenter uses. 
The tools which a stonemason uses. 
The tools which a bricklayer uses. 
The tools which a tinsmith uses. 



68 ELEMENTS OF LANGUAGE AND GRAMMAR. 

Exercise CXXVII. 

174. "Write sentences naming — 
i. A farmer's implements. 

2. A shoemaker's tools. 

3. A dentist's instruments. 

4. A surgeon's instruments. 

5. An architect's instruments. 

fi^Find out the difference between tools, implements, 
instruments and machines. 

Remark.— Pupils should find out the names and uses of 
common things. It is the life which is nearest to us 
that concerns us most. 

Exercise CXXVIII. 

175. j^^ Pupils should be trained not only to observe and 
investigate but also to reason, so as to recognize what they 
already know under different forms and in other relations. 
The three phases of teaching, viz: the presentation of new 
facts, the fixing of new ideas through incessant drills, and the 
recognition of knowledge already acquired, should be continu- 
ally kept in mind. 

176. Write upon the blackboard the following sentences 
one by one and let pupils select the nouns : 

1 . The boy gave his sister an apple. 

2. Girls love dolls, ropes and dishes. 

3. The most useful metals are copper, zinc, iron, lead 
and tin. 

4. Gold is used in making coin, rings, chains, spoons and 
ornaments. 

5. When a man's heart is full of love, it gives him a kind 
eye, a kind voice and a kind hand. 

n n n n 

Model. — Arthur's new sled was a present from his cousin. 



THE PRONOUN. 



Exercise CXXIX. 

177. Dictate the following story and let the pupils write 
it and select the nouns : 

THE LION AND THE MOUSE. 

A weary lion lay down to rest under an oak. While he 
slept, a number of mice ran over his back and waked him. 
The lion put his foot angrily upon one of them and was about 
to crush the tiny creature. The mouse begged the lion to 
spare its life. Finally the lion let the trembling creature go. 

Soon after this the lion was caught in a net set for him. He 
struggled in vain to free himself. At this juncture, the same 
little mouse approached him. The mouse had come to relieve 
the lion. He gnawed the strong cords asunder and thus 
released this king of beasts. 

Note. — Examine the papers carefully as to spelling, capitals 
and punctuation . 



THE PRONOUN. 



Suggestion. — Take such sentence as I give it to you ; 
which means / (the teacher) give it (the book) to you (the 
pupil). Here the words /, it, you represent objects without 
naming them. Hence — 

Definition. 

178. A Pronoun is a word which represents an object 
without naming it. 

Examples. 

You and /are here. My father gave her your book. He 
told us what she told them about their friends. 



70 ELEMENTS OF LANGUAGE AND GRAMMAR. 

Note. — Pronouns which indicate by their form the speaker, 
the person spoken to, or the person or thing spoken of, are 
called Personal Pronouns. 

179. A Personal Pronoun is one which shows by its 
form whether it represents the speaker, the person spoken to, 
or the person or thing spoken of. 

Example. 
I (the teacher) give it (the book) to you (the pupil). 

180. To personal pronouns belong the properties of 
Person, Number, Gender and Case. 

181. Person is the relation of a word with respect to the 
speaker. There are three such relations : the First Person, 
the Second Person, and the Third Person. 

182. The First Person refers to a person as speaking 
of himself. 

Examples. 
/ wrote a letter to my mother. 
Our friends remembered us. 
We cling to what is ours. 

1 83. The Second Person refers to the person spoken to. 

Example. 

You did not say the book was yours. 

184. The Third Person refers to a person or thing 
spoken of. 

Examples. 

He told his father about it. 

Her mother gave her a new doll. 

They admired the book you showed them. 



THE PRONOUN-NUMBER AND GENDER. 71 

185. Number is the form of a word which shows whether 
it refers to one or more than one. Words have two forms : 
the Singular and the Plural. 

186. A word is of the Singular Number when it refers 
to one object only. 

Example. 

This apple is not ripe. 

187. A word is of the Plural Number when it refers to 
more than one object. 

Example. 

These apples are not ripe. 

188. Gender is that quality of a noun or pronoun which 
refers to sex. There are four genders, the Masculine, the 
Feminine, the Neuter, and the Common. 

189. A noun or pronoun is of the Masculine Gender 
when it represents a person or an animal of the male sex. 

Example. 
Henry learns his lessons well. 

190. A noun or pronoun is of the Feminine Gender 
when it represents a person or an animal of the female sex. 

Example. 

E?nily lost her slate. 

191. A noun or pronoun is of the Neuter Gender when 
it represents an object without sex. 

Example. 

The book contains a good story. 



72 ELEMENTS OF LANGUAGE AND GRAMMAR. 

192. A noun or pronoun is of the Common Gender 
when it represents either a male or a female. 

Example. 

Their parents left them a fortune. 

193. Case is the relation of a noun or pronoun to other 
words in a sentence. There are three cases, the Nominative, 
the Objective and the Possessive. 

1 94. The Nominative Case is the form of the noun or 
pronoun when it is used as subject or predicate. 

Example. 

He is king. I am he. 

195. The Objective Case is the fonn of the noun or 
pronoun when it is used as the object of a verb or preposition. 

Example. 

Give the book to him. Get a fan for her. 

196. The Possessive Case is the form of the noun or 
pronoun when it is used to denote ownership, origin or fitness. 

Example. 

My book ; John's slate ; God's mercy ; Men's shoes. 

197. Declension is the arranging in order of the forms 
of nouns and pronouns in reference to their grammatical 
properties. 



DECLENSION OF PERSONAL PRONOUNS. 



73 



198. Declension of Personal Pronouns. 
FIRST PERSON. 



SINGULAR. 

Nominative : I 
possessive: my, mine 

Objective : me 



PLURAL. 

we 

our, ours 

us 



SECOND PERSON. 





SINGULAR ONLY. 


SINGULAR AND PLURAL. 


Nominative: 


thou 






thou 


Possessive : 


thy, 


thine 




your, yours 


Objective : 


thee 






you 






THIRD PERSON. 






MAS. 


FEM. 


NEUTER. 


ANY GENDER. 


Nominative 


• he 


she 


it 


they 


Possessive : 


his 


her, hers 


its 


their, theirs 


Objective : 


him 


her 


it 


them 



Compound Personal Pronouns are formed by suffixing 
self or selves to certain forms of the Personal Pronouns. 



199. Declension of Compound Personal Pronouns. 

FIRST PERSON. SECOND PERSON. THIRD PERSON. 

Singular: myself yourself, thyself himself, herself, itself 
Plural: ourselves ourselves themselves 

jg^As accuracy in speech and writing depends largely 
upon a proper use of the forms of the pronoun, learn these 
thoroughly. 



74 ELEMENTS OF LANGUAGE AND GRAMMAR. 

Exercise CXXX. 

200. Select the pronouns from the following sentences 
and tell their properties : 

i. The book is not mine ; I cannot lend it. 

2. The horse is yours ; I am leading it to your house. 

3. They say that he is a man who minds his own business. 

4. If we would improve our minds by conversation, it is a 
great happiness to know persons wiser than ourselves. 

5. It is a piece of useful advice, therefore, to get the favor 
of their conversation frequently; but if they are reserved, we 
should use all obliging methods to draw out of them what may 
increase our own knowledge. 

201. Certain pronouns are used in sentences having two 
subjects and two predicates, as These men whom we saw, were 
Irishmen. Whom and men refer to the same objects, whom 
being used to join two clauses. Such words are called Rela- 
tive Pronouns, because they relate to a word in another 
clause. 

202. Declension of Relative Pronouns. 

Nominative: who which that 

Possessive : whose whose 

Objective: whom which that 

Exercise CXXXI. 

203. Select the pronouns from the following sentences, 
tell their kind, and give their properties : 

1 . A blacksmith is a mechanic who works in iron, 

2. That is the man of whom I spoke. 

3. Those are the boys whom you want, 

4. He is a man whose reputation is great. 



THE VERB. 75 



5 . There are thoughts that breathe and words that burn. 

6. Columbus was the first man that saw it. 

7. That is the same man that you saw. 

8. This is the very thing that I wanted. 

Note. — A wave line may be used to indicate a relative 
clause. Thus : 

Model. — He that would learn, should study. 



Exercise CXXXII. 

204. Mark the following sentences, and write sentences 
showing the use of who, whose, whom, which and that. 

1 . ThfeJbx which escaped, has been caught. 

2. I found the letter which he lost.' 

3. His praise is lost who waits till all commend. 

4. Mark but my fall and that that ruined me. 



THE VERB. 



205. 1. Let some pupil perform a number of acts, and 
let the others tell what he does. 2. Let them tell in what 
state he is. He may lie, sit, stand, sleep, etc. 3. In such 
sentences as, There was a king ; The girl is good ; The boy 
became a* man; the words was, is, became express being. 
Words which express the being, action or state of an object are 
called verbs. 

Definition. 

206. A Verb is a word which expresses the action or 
state of a person or thing. 



76 ELEMENTS OF LANGUAGE AND GRAMMAR. 

Examples. 

John rings the bell. Henry sleeps. William is a grocer. 

Remark. — The noun presents an object and names it; 
the pronoun represents an object "without naming it ; the 
verb tells how an object exists or acts. 

Exercise CXXXm. 

207. Analyze the following sentences : 

i. Ava sings. 7. Honey is sweet. 

2. Harry reads. 8. John struck George. 

3. Plants grow. 9. He gave me a nickel. 

4. Leaves fall. 10. James sang a song. 

5 . Balls roll. 11. Be a good boy. 

6. Hattie studies. 12. God bless our home. 

Model of Analysis. 

Frank recites. The word frank names a person : therefore 
it is a noun. The word recites tells what Frank does : there- 
fore it is a verb. 

Exercise CXXXIV. 

208. Make sentences expressing jive acts or states 
proper to each of the following persons or things : 

A boy ; books ; trees ; Napoleon ; a knife ; a ball ; an ox ; 
a car ; a sled ; mother. 

Model. — A boy may lie, sit, stand, sleep or study. 

Partial Rule for the Comma. 

209. Verbs following each other are separated by 
commas; as. John reads, writes, sings #//</ dances. 



EXERCISES IN VERBS. 77 



Exercise CXXXV. 

210. Dictate the following sentences and let the pupils 
write and select the verbs : 

i . Mabel was alarmed at what she had done. 

2. Mabel was in the kitchen when she heard her father 
call her. 

3. Those who visit the city and go to the parks, are sur- 
prised to see so many birds flying about. 

4. She ran out of the room and shut the door hoping that 
no one would know that she had been there. 

5. She had climbed into a chair and taken from the mantel 
a vase, which had slipped through her hands and had fallen to 
the floor, where it was broken to pieces. 

V V V 

Model. — The boy tried to climb the tree, but fell. 

Exercise CXXXVI. 

211. Dictate the following and let pupils write them 
and mark the verbs : 

1 . A lie is anything said or done to deceive. 

2. He is a coward who is afraid to speak the truth. 

3. Do you not know children who never told a lie? 

4. Priceless gem ! The Pearl of Truth ! 
Brightest ornament of youth ! 

Seek to wear it in thy crown ; 
Then, if all the world should frown, 
Thou hast won a glorious prize 
• That will guide thee to the skies. 



78 ELEMENTS OF LANGUAGE AND GRAMMAR. 



THE ADJECTIVE. 

212. i. Take some object such as a piece of crayon and 
bring out its shape, color and consistency . The crayon is long, 
round, white, soft and brittle. 2. Show the difference between 
a quality and the thing to which it belongs. Thus, the quality 
is in the thing and is thought as one of its distinctions. 3. As 
some nouns denote things in an indefinite way, certain words 
must be joined to them to show their application. Thus, ?na?i 
is a general term. To make it mean a particular person, some 
word such as a, this, one, must be joined to it. Words so 
used generally show which one or how many the noun denotes. 
Words joined to nouns to name qualities or tell which one or 
how many, are called Adjectives. 

Definition. 

213. An Adjective is a word joined to a noun to point 
out or describe a person or thing. 

Examples. 

77/^7/ horse. Ten cats. Good looks. 

Exercise CXXXVII. 

214. Select and mark the adjectives in the following 
sentences : 

1. Is winter near, distant, present or past ? 

2. George is anxious, quiet and stubborn. 

3. Is Mabel healthy, sick, convalescent or dead? 

4. Is Helen joyous, despondent, pleased or angry ? 

5. Do the fields look barren, fresh, green or desolate ? 

6. Pero was a splendid, large Newfoundland dog, with a 

white spot under his neck. 



THE ADJECTIVE. 79 



7. He had a beautiful head, and large brown eyes full of 

courage. 

8, Go away from the light, little miller. 

'Twill singe your beautiful wings ; 
I know it is bright and a glorious sight ; 

But it isn't quite right, little miller, 
To play with such dangerous things. 

Note. — Indicate the parts of speech .by writing over the 
words n for noun, v for verb, and adj. for adjective. 

adj. adj. h. v. adj. adj. n. 

Model. — That little boy has five red apples. 

A A = A A O 

Exercise CXXXVIII. 

215. Take an apple and use it as an object-lesson, asking 
such questions and eliciting such answers as follows : 

What is the size of this apple? {Large, small.) 
What is its shape ? {Round, oblong, flattened.) 
What is its consistency? {Hard, soft, mellow, smooth, 
rough .) 

What is its flavor? {Sweet, sour, bitter, insipid.) 
What is its color ? {Red, yellow, russet, green.) 
How can you tell its size, color and shape ? {Sight.) How 
can you tell its consistency? {Touch.) How can you tell its 
flavor? {Taste.) Name other qualities of the apple. Compare 
different apples. What other objects are larger? — smaller? 
What other fruits have the same shapes? — consistency? — 
color ? — size ? 

216. Develop such sentences as the following, and have 
pupils write them and mark the adjectives : 

1. Many large, red apples grew on a tall tree. 

2. Three pretty little girls were playing on a green lawn. 



80 ELEMENTS OF LANGUAGE AND GRAMMAR. 

3. The teacher gave valuable gifts to all diligent and 
obedient pupils. 

4. The morning was quiet, serene and bright. 

5. Ida was peevish, impatient and revengeful. 

6. Gold is heavy and of a bright yellow color. 

7. Iron is hard, malleable and ductile. 

8. I saw a sly little squirrel with nimble feet. 

9. We should be as grateful and joyous as birds, 

10. A beautiful butterfly, careless and gay, is flitting from 
flower to flower. 

TOPICAL REVIEW. 

217. What is a noun? — a pronoun? — a verb? — an ad- 
jective? What is the difference between a noun and a 
pronoun ? — a verb and an adjective ? — a noun and a verb ? 

Exercise CXXXIX. 

218. Analyze the following sentences : 

1 . The boy snot a rabbit. 

2. A thing of beauty is a joy forever. 

3. Each day has its own cares. 

4. The new hall has a rich gilded ceiling. 

5. Leave the lily pale and tinge the violet blue. 

Model of Analysis. 

Example. — That boy sold me ten large apples. 

That. The word that is joined to boy to point out a particu- 
lar object : therefore it is an adjective. 

Boy. The word boy names an object : therefore it is a 
noun. 

Sold. The word sold tells what the boy does : therefore it 
is a verb. 



THE ADVERB. 81 



Me. The word me represents the speaker without 

naming him : therefore it is a personal pronoun. 
Ten. The word ten is joined to apples to show how 

many : therefore it is an adjective. 
Large. The word large [is joined to apples to show their 

size : therefore it is an adjective. 
Apples. The word apples names objects : therefore it is a 

a noun. 



THE ADVERB. 

219. i. Bring out the circumstance of place in connec- 
tion with acts, or states, such as here, there, hither, thither, 
wmewhere, nowhere, forward, backward. 2. Bring out the 
circumstance of time, such as now, then, before, after, always, 
ever, never. 3. Bring out the manner in which an object 
exists or acts, such as well, ill, cleverly, slowly, too, so, 
almost, likely. Words which express place, time or manner, 
are called Adverbs. 

Definition. 

220. An Adverb is a word which expresses place, time 
or manner. 

Example. 

He is here. He came yesterday. Pie studies diligently. 

Exercise CXL. 

221. Select the adverbs from the following sentences: 

1. George comes here daily. 

2. She will go elsewhere to-morrow. 

3. They were going back and forth all day. 

4. They called two days ago twice. 



82 ELEMENTS OF LANGUAGE AND GRAMMAR. 

5. John sometimes walks before dinner. 

6. Mary started early this morning. 

7. I know not which way he went. 

8. He lives somewhere in Texas. 

Exercise CXLI. 

222. Analyze the following sentences and mark the 
adverbs : 

1 . The army fought bravely. 

2. The boatmen rowed heartily. 

3. The cars moved very rapidly. 

4. He is almost crazed with grief. 

5. It is so cold that I am almost frozen. 

adj. n. v. ad. ad. 

Model. — The clouds move quite slowly. 

A ' ■ V V 

Model of Analysis. 

Example. — He went there reluctantly yesterday. 

There. The word there expresses place: therefore 

it is an adverb. 

Reluctantly. The word reluctantly expresses manner: 
therefore it is an adverb. 

Yesterday. The word yesterday expresses time : therefore 
it is an adverb. 

Remark. — Select the adverbs from the Reading Lessons. 



THE PREPOSITION. 83 



THE PREPOSITION. 

223. Bring out the fact that certain words, such as by, in, 
at, on, or with, show the relation of an object to the object, 
action or state denoted by some other word. i\s these words 
are placed before nouns or pronouns, they are called Prepo- 
sitions. 

Place a book on the table, under the table, above the table, 
behind the table, before the table, and let pupils realize the rela- 
tions expressed by the prepositions on, under, above, behind, 
before. Let some pupil go to the door, into the hall, across 
the room, and show the relation of door, hall and room to the 
act of going. 

Definition. 

224. A Preposition is a word which shows the relation 
of one person or thing to another, or to some action or state. 

Examples. 

i. After dinner he sat by the stove at home. 

2. John went down the hill for a drink from the spring. 

3. An old man sat on a log in front of the house. 

4. The boys ran over the hill, past the house and round 
the barn. 

5. He walked with his friends through the woods //// they 
came to the river. 

6. The man went up the ladder groaning under his burden. 



84 ELEMENTS OF LANGUAGE AND GRAMMAR. « 

Exercise CXLII. 

225. Select the prepositions from the following sentences, 
and point out the words between which they show a relation : 

i . They went to the city in the cars. 

2. John walked along the road toward the city. 

3. The bridge extends from the shore to the island. 

4. Go into the garden and sit under the tree. 

5. The child strayed into the yard and fell into the well. 

Note. — In marking phrases, a preposition and its object are 

united. Thus : At home, 
o 

Model. — They went to the city in the cars. 
= V^-x— o v^a o 

Model of Analysis. 

To. The word to shows the relation of its object city to 
the action went; therefore it is a preposition. 

Exercise CXLIII. 

Select the prepositions from the Reading Lesson. IVrite 
sentences using prepositions . 



THE CONJUNCTION. 

226. Bring out the fact that in such sentences as John 
and Mary write; Mary plays and sings ; He is a wise and 
good man, the word and always connects words which have a 



THE CONJUNCTION. 



common relation to some other word. Thus : John, Mary 
are subjects of write ; plays, sings have Mary for their subject, 
while wise, good both modify man. The word and is a con- 
junction. 

227. The Conjunction connects words and groups of 
words. Thus : John and Mary read ; The rose is large and 
beautiful ; He and I study grammar and geography ; He is on 
the porch or in the library ; John is slow but sure. The words 
thus connected have a common relation to other words. 

Definition. 

228. A Conjunction is a word which connects other 
words having a common relation. 

List of Conjunctions. 

229. And, because, but, for, if, lest, nor, or, since, that, 
than, though, therefore, wherefore, whether. 

Exercise CXLIV. 

230. Select the conjunctions fro?n the following sentences 
and tell what words they connect : 



Though I hastened, I could not overtake him. 



2. Speak neither well nor ill of an enemy. 

3. Let him that standeth take heed lest he fall. 

4. John is much older than George. 
3. He is afraid, because he is guilty. 

Note. — In the analysis a — ^ indicates a Conjunction. 

Model. — Mary and George sing and play. 



86 ELEMENTS OF LANGUAGE AND GRAMMAR. 

The Interjection. 

231. Show that certain words are thrown between other 
words to express emotion or passion; as, The boy, oh I where 
was he? Such words are called Interjections. 

Partial List of Interjections. 

232. Behold! hark! hist! hush! list! lo ! see!; Hello! 
ho ! ; away ! begone ! fudge ! fie ! pshaw ! tush ! O (John) ! 
welcome ! hail ! ah ! alas ! oh ! alack ! adieu ! farewell ! 
good-by ! aha ! bravo ! hurrah ! huzza ! indeed ! strange ! 
what ! 

Exercise CXLV. 

233. Select the Interjections from the following sen- 
tences : 

i. Hush! hush! the preacher preacheth. 
" Woe ! to the oppressor, woe ! " 
Hail ! Memory, hail ! in thine exhaustless mine. 
Oh ! where shall rest be found ? 
Alas ! how swift the moments fly. 



THE PLURAL FORM OF NOUNS. 



PART III. 



FORMS AND USES OF WORDS. 



THE PLURAL FORM OF NOUNS. 

234, Nouns are generally made to express more than 
one by suffixing s, es, or ies, to them. 

Examples. 

Stove -f s = stoves ; chorus + es = choruses ; memory + 
ies = memeries ; vice -f es = vices ; judge -f- es — judges. 

Note. — After c or g, mute e is dropped before es ; y is 
dropped before ies. 

Rules for Pluralizing" Nouns. 

235. Most nouns are pluralized by suffixing s. 

But, 2 — Nouns ending in ch, s, ss, sh, zz, x, ce, or ge, 

are pluralized by suffixing the syllable es. 

And, 3 — Nouns ending in y after a consonant, drop y and 
suffix ies. 

Examples. 

Boys, foxes, bushes, cages, histories. 



88 ELEMENTS OF LANGUAGE AND GRAMMAR. 



Exercise CXLVI. 

236. Have pupils "write sentences using the folio:: ing 
words in a plural form : 

"Wretch, vice, witness, copse, fox, judge, church, passage, 
pilgrimage, purse, source, evidence, device, book, pen, pencil, 
lady, boy. 

Note. — The letters a, e, i, o, u, and final w and y are 
called vowels ; the other letters, with w and y when beginning 
a word or a syllable, are called consonants. 

Exercise CXLVII. 

237. "Write sentences using the following words in a 
plural form : 

Memory, civility 7 , money, festivity, ferocity, attorney, charity, 
eulogy, monkey, reply, legacy, whiskey. 

Exercise CXLVIII. 

238. Have pupils select the nouns from the Reading 
Lesson and give them a plural form. 



FORMS OF PRONOUNS. 

239. Review the Declension of Pronouns as 
found on page 73. 

Exercise CXLIX. 

240. Have pupils select the pronouns from the follow- 
ing sentences, and give their properties : 

i. He gave it to her; it is now hers. 



FORMS OF PRONOUNS. 



2. You told me what he said to him. 

3. The man whom they deceived will hereafter trust 

neither them nor us. 

4. The men who sold their cattle to you are our cousins. 

5. The girl whose book was stolen has gone to the store 

at which she bought it. 

6. He that would learn his lessons well must study dili- 

gently. 

Exercise CL. 

241. Have pupils select all the pronouns from the 
Reading Lesson, and write their forms: 

Blackboard Exercise CLI. 

242. ggg Q ' This story is to be written upon the blackboard : 

" On a certain winter's day, John and Henry went skating 
together. John went on thin ice and broke in where the water 
was deep. Henry helped him out by means of a rail, which 
he took from a fence." 

Exercise CLII. 

243. Have pupils "write the above story as John may 
have told it. Use considerable detail. 

Exercise CLIII. 

244. Have pupils write the story as Henry might have 
told it to you. 

Note. — These exercises should be written under the inspec- 
tion of the teacher. 



90 ELEMENTS OF LANGUAGE AND GRAMMAR. 



THE POSSESSIVE FORM OF NOUNS. 

245. A noun is made to express ownership, origin or 
fitness by suffixing 's to it. 

Examples. 

Ownership, -, Origin, Fitness. 

John's slate. The sun's rays. Men's hats. 

The farmer's horse. God's mercy. Children's clothing. 

Note. — After a common noun ending in s the apostrophe 
( ' ) only is suffixed. 

Exercise CLIV. 

246. Have pupils "write sentences using the possessive 
form of the following nouns : 

Arnold, seaman, Norman, Joseph, Sheba, son, Whitcomb, 
Pepper, drummers, daylight, Hampshire, Georgia, midsum- 
mer, Roger, Gilbert, parents. 

Exercise CLV. 

247. Have pupils select all the possessive forms from 
the Reading Lessons. 



FORMS OF VERBS EXPRESSING TIME. 

248. A Verb is a word which expresses the action or 
state of some person or thing. 

Examples. 

Evaporates, imagined, alighted, kneels. 



FORMS OF VERBS EXPRESSING TIME. 1)1 

Exercise CLVI. 

249. Have pupils select the verbs from the Reading Les- 
son and tell of what person or thing they express action or state. 

(a.) PRESENT TIME. 

250. When the subject of a verb denotes one person or 
thing spohen of. present time is expressed by suffixing s, es, 
ies, or eth, to the verb. 

Examples. 
Roars, returns, wishes, glories, heareth. 

Exercise CLVII. 

251. Let pupils make sentences using the following verbs 
changed in form to express pi'esent time : 

Heated, comforted, vexed, aided, looked, carded, com- 
menced, hatched, ached. 

Note. — The same rules (page 87) apply to the third per- 
son, singular number, present tense of verbs, as are used for 
pluralizing nouns. 

(b.) PAST TIME. 

252. Past time is generally expressed by suffixing ed to a 
verb. 

Remark. — After d or t, ed forms a separate syllable. Ed 
is pronounced like t after ch, f, (ph), k, ce, p, ss, sh, or x. 

Examples. 

Frightened, educated, added, declared, propped, kissed, 
washed, taxed, faced. 



92 ELEMENTS OF LANGUAGE AND GRAMMAR. 

Exercise CLVIII. 

253. Write sentences making the following verbs express 
past time : 

Mock, walk, prevent regard, educate, visit, replace, flank, 
telegraph, lash. 

Exercise CLIX. 

254. Have pupils select from the Reading Lesson the 
verbs expressing past time, and change their forms to express 
present time. 

Note. — Past time is sometimes expressed by a change of 
the vowel of the verb ; as, 

Present: know, draw, drive, give, come. 
Past: knew, drew, drove, gave, came. 

Exercise CLX. 

255. Have pupils write sentences using the forms given 
in the preceding note. 

Exercise CLXI. 

256. Have pupils select from the Reading Lesson the 
verbs which express past time by a change of vowel, a?id use 
them in the formation of other sentences. 

Blackboard Exercise CLXII. 

257. Just as a car was passing, George and Ann ran 
across the street. Ann stumbled and fell, and had not George 
pulled her away quickly, the horses would have trampled her 
under their feet. 



FORMS EXPRESSING COMPLETED ACTION. ' 93 

Exercise CLXIII. 

258. Let pupils write this story as if they saw it trans- 
piring now. 

Exercise CLXIV. 

259. Let pupils "write this story as Ann would proba- 
bly tell it after she gets home. 



FORMS EXPRESSING COMPLETED ACTION. 

260. Some verbs have n or en suffixed to express a com- 
pleted action or state. Borne has ne. 





Examples. 




PRESENT. 


PAST. 


PERFECT. 


am, is, are, be 


was 


been 


bear 


bore 


borne 


forbid 


forbade 


forbidden 


know 


knew 


known 


mistake 


mistook 


mistaken 


steal 


stole 


stolen 


swear 


swore 


sworn 


withdraw 


withdrew 


withdrawn 



Exercise CLXV. 

26 1 . Let pupils write sentences using all the above forms 
of verbs. 

Model. — I did not know that he knew the failure was gen- 
erally known. 

Exercise CLXVI. 

262. Let pupils select from the Reading Lesson all the 
verbs expressing a completed act and use them in other sentences. 



SU ELEMENTS OF LANGUAGE AND (GRAMMAR. 



THE FORM EXPRESSING CONTINUING ACTION. 

263. The ending ing is suffixed to verbs to make them 
express progressive action. 

Examples. 

Close + ing = closing ; increase + ing = increasing ; curl 
4- ing = curling ; talk -+- ing = talking ; illustrate + ing = 
illustrating; exert -(- ing = exerting. 

Note. — Mute e is dropped before ing. 

Exercise CLXVII. 

264. Let pupils write sentences using the following 
words : 

Considering, caressing, undressing, chatting, unlacing, sniv- 
eling, stamping, unrolling, shutting, resolving, letting, glim- 
mering, veering, stinging, gleaming, whistling, whooping. 

Exercise CLXVII. 

265. Let pupils select the verbs from the Reading Les- 
son, and use their present and perfect participles in sentences. 

Blackboard Exercise CLXIX. 

266. Ralph and Rose went to see the menagerie. Rose 
went too near the tigers' cage, and the tigress caught her by 
her apron. Ralph quickly unbuttoned the garment and pulled 
her away. 

Exercise CLXX. 

267. Have pupils "write this story as Rose should hare 
told it; also, as if it were no7c> transpiring. 



VERBS DERIVED FROM ADJECTIVES 95 

VERBS DERIVED FROM ADJECTIVES. 

268. Adjectives and nouns are turned into verbs signify- 
ing to make, to give, to put, by suffixing ate, en, fy, ish, 
ise, ize. 

Illustration : 

Melior (better) + ate = meliorate, to make better. 
Black -f en = blacken, to make black. 
Beauty -j- f y = beautify, to make beautiful. 
Legal + ize = legalize, to make legal. 
Cher (dear) -\- ish = cherish, to make dear. 

Exercise CLXXI. 

269. Have pupils make verbs from the following words, 
and write sentences showing their use : 

Strength, bright, fat, captive, rare, white, ban, commune, 
weak, pure, agony. 

Model. — The goose is fattened. 

A " C == 



Exercise CLXXII. 
270. Have pupils select derivative verbs from the Read- 
ing Lesson and analyze them : 

Example. — Polish. 

Polish is derived from pole, a pivot on which anything turns, 
and ish, to make. As the pivot is made smooth by turning, to 
polish means to make smooth. 



THE ACTIVE AND THE PASSIVE FORMS. 
271. When an action passes from the doer to some other 
person or thing, the verb is said to be Transitive. 



96 ELEMENTS OF LANGUAGE AND GRAMMAR. 

Examples. 

i. John struck me. 2. They saw him. 3. We overtook 
them. 4. The man whom you saw, wrote a letter to usA 
5. She deceived them. 6. He gave *her a book. 7. You 
sold them a house. 8. I lent him a book. 9. Shetold us a 
story. 10. They wrote us letters. 

*Note. — The noun or the pronoun denoting the person to or 
for which anything is done, is called the Indirect object. 

Exercise CLXXIII. 

272. Have pupils write sentences using me, us, thee, 
him, them, whom, song, book, bird, rat. 

The form of the verb which suppresses the doer 
and converts the object into the subject. 

273. When the object of a transitive verb is converted 
into the subject, the verb takes what is called the passive 
form. When the doer is the subject, the form of the verb is 
called active. 

Examples. 

ACTIVE. PASSIVE. 

They wrote letters = Letters were written. 

John sold horses = Horses were sold. 

Birds build nests = Nests are built. 

Henry struck him = He was struck. 

They sung a hymn = The hymn was sung. 

Exercise CLXXIV. 

274. Have pupils write sentences containing give, drive, 
love, throw and see, and then convert the verbs into the passive 
form. 



DERIVATIVE ADJECTIVES. 97 



Model. — He gave one hundred dollars for a horse. 
Changed: One hundred dollars were given for a horse. 

Exercise CLXXV. 

275. Let pupils select the verbs from the Reading Les- 
son, and tell which are transitive, and whether the form is 

ACTIVE Or PASSIVE. 



DERIVATIVE ADJECTIVES. 

276. Adjectives which indicate the abundance or fitness of 
a certain quality, are formed by suffixing ous, ful, or y, to 
other words. 

Examples. 

Painful, awful, virtuous, silky, rocky. 

Exercise CLXXVI. 

277. Have pupils analyze the following adjectives : 

Ridiculous, pendulous, felonious, famous, perilous, merciful, 
scornful, youthful, reproachful, hurtful, wintry, glassy, fiery, 
muddy, dusky, chilly. 

Model. — Ridiculous is derived from ridicule by suffixing 
ous. The word means fitted to excite laughter. 

Exercise CLXXVIL 

278. Let pupils "write sentences using the adjectives given 
in the foregoing exercise. 

Model. — Henry wore a ridiculous hat. 

= A A O 



98 ELEMENTS OF LANGUAGE AND GRAMMAR. 

279. Adjectives which are formed by suffixing al, ic, ive 
or ly, signify pertaining or belonging to. 

Examples. 
Homely, individual, elderly, dramatic, festive. 

Exercise CLXXVILT. 

280. Let the pupil "write sentences showing the use of 
the following adjectives : 

Ghostly, manly, stately, goodly, animal, principal, fatal, 
vernal, final, domestic, Asiatic, exclusive, expressive, eternal, 
unnatural, managerial. 

281. Adjectives which are formed by suffixing ate, ent or 
id signify the manifesting of the qualities they express. 

Examples. 
Moderate, lurid, solid, independent. 

Exercise CLXXIX. 

282. Let the pupil "write sentences showing the use of 
the following adjectives : 

Impertinent, impudent, frequent, truculent, competent, 
eloquent, turbid, stolid, sedate, obstinate, affectionate. 

283. Adjectives which are formed by suffixing en, fie or 
some, signify making or causing. 

Examples. 
Wooden, terrific, toilsome, oaken, winsome. " 



COMPARISON OF ADJECTIVES. 99 

Exercise CLXXX. 

284. Let the pupils use the following adjectives in sen- 
tences : 

Golden, wooden, blithesome, handsome, civic, scientific. 

Model. — I hear the blithesome sound of festive music. 

285. Adjectives which are formed by suffixing less signify 
wanting, without or free from. 

Examples. 

Peerless, homeless, careless, soulless. 

Exercise CLXXXI. 

286. Have pupils "write sentences showing the proper 
use of the following adjectives : 

Motionless, headless, heedless, fatherless, motherless, 
pointless, godless, heartless, moneyless. 



COMPARISON OP ADJECTIVES. 

287. Er is suffixed to some adjectives to show that the 
person or thing described possesses the quality in a higher 
degree. 

Example. — John is older, but not wiser than George. 

Note. — The conjunction than is used to connect two words 
of the same kind, when a comparison of two objects is made. 

Exercise CLXXXII. 

288. Have pupils write sentences using bluer, broader, 
lighter, paler, darker, higher, taller, later, lovelier. 

Model. — Helen is taller than Mary. 



100 ELEMENTS OF LANGUAGE AND GRAMMAR. 

289. Est is suffixed to some adjectives to show that one 
person or thing possesses a quality in a higher degree than two 
or more others. 

Example. 

William is the tallest of several boys. 

Exercise CLXXXTTI. 

290. Have pupils "write sentences using clearest, rough- 
est, funniest, purest, proudest, blackest, tenderest, strangest, 
kindest, jolliest, holiest. 

Caution. — Do not use this form of the adjective when two 
things only are compared; as, He is the richest of the two. 
Say, richer. 

Exercise CLXXXIV. 

291. Have pupils select the derivative adjectives from 
the Reading Lesson, analyze them, and tell what they mean. 



ADVERBS FORMED BY SUFFIXINGK LY. 

292. Adverbs showing how an act is done, are formed 
by affixing ly to adjectives. 

Examples. 

Mischievously, lonesomely, vigorously. 

Exercise CLXXXV. 

293. Form adverbs from the following adjectives, and 
write sentences illustrating the use of both forms : 

Bold, positive, accurate, familiar, confiding, despiteful, 
smooth, fair, comparative, continual, precise, complete, 



RULES OF SYNTAX. 101 



inward, effectual, heavy, grim, mysterious, desperate, hope- 
less, reluctant, distinct, remorseless, gallant, unconscious, 
utter, natural, warm, violent, pettish. 

Model. — An honest man acts honestly. 

A A = V 

Ward forms adjectives and adverbs. 

294. Ward, denoting in the direction of, or looking 
towards, is suffixed to other words to form adjectives and 
adverbs. 

Examples. 
Awkward, outward, homeward, inward. 

Exercise CLXXXVI. 

295. Have pupils write sentences showing which of the 
following words is an adjective and which is an adverb : 

Backward, froward, wayward, afterward, northward, out- 
ward, leeward, seaward, toward. 



RULES OP SYNTAX. 

296. When one word determines the form of another 
word, it is said to govern it. 

Thus, in the sentence, John's book is torn, book determines 
the form of is torn. 

Example. — // is told. 

It represents one object spoken of without naming it ; there- 
fore, it is a personal pronoun of the third person, singular 



102 ELEMENTS OF LANGUAGE AND GRAMMAR. 

number. It is the subject of is told ; therefore it takes the 
nominative form. Therefore — 

Rule I. 

297. The subject of a verb takes the nomina- 
tive form. 

Is told is a verb expressing present time : ist person I am 
told ; 2nd person thou art told; 3rd person he or it is told. 
From this it is seen that is told takes the number and person of 
its subject. Therefore — 

Rule II. 

298. The verb takes the number and person of 
its subject. 

Exercise CLXXXVLT. 

299. Let the pupil Point out the agreement of the 
subject and the verb in the following sentences : 

1. He was seated. 

2. A petition was brought. 

3. It should be read. 

4. The King had returned. 

5. The soldier who brought the petition could not read. 

Models of Parsing. 

300. Example. — He was seated. 

— c ===== 

He shows the relation of an object to the speaker; therefore 
it is a personal pronoun. Declined: Nom. he, poss. his, obj. 
him. It is the subject of was told, and therefore takes the 
nominative form, according to Rule I. {Repeat the Rule.) 



MODELS OF PARSING. 103 



Was seated expresses the past state of the subject ; there- 
fore, it is a verb expressing past time. It has the third person 
singular form, to agree with he according to Rule II. {Repeat 
Rule II) 

Exercise CLXXXVIII. 

301. Have pupils Parse the subjects and verbs in the 
fotlowing sentences : 
i . She was alarmed. 



The tears had started. 
The order was obeyed. 
I am told. 
She would be obeyed. 



Exercise CLXXXIX. 

302. Let pupils select the subjects and verbs from the 
Reading Lesson, and give the Rule for their agreement. 



THE FORM OP THE OBJECT. 
303. Models of Parsing. 

Examples. 

The king did not forget her. 

A = v = o 

They sent a dollar to me. 
===== A o jv — o 

Her represents an object spoken of without naming it: 
therefore it is a personal pronoun. Declined, nom. she, po*s. 
her, obj. her. It denotes the object to which the act of for- 
getting passes : therefore it takes the objective form. 



104 ELEMENTS OF LANGUAGE AND GRAMMAR. 

Me represents the person speaking without naming him : 
therefore it is a personal pronoun. Declined, nom. I, poss. 
my, obj. me It denotes the object of the relation indicated by 
the preposition to and takes the objective form. Therefore — 

RULE HI. 

304. The object of a verb or of a preposition takes 
the objective form. 

Exercise CXC. 

305. Have pupils parse the subject, verb and object in 
each, of the following sentences: 

i . The sun had dazzled his eyes. 

2. The writer told her story. 

3. I approached the dwelling. 

4. I entered a large room. 

5. The impatient boy struck the pony. 

306. Model of Parsing. 

Example. — Night has overtaken me. 

^=^= o 

Me represents the speaker without naming him : therefore 
it is a personal pronoun. Decline it as before. It is the 
object of the verb has overtaken: therefore it takes the objec- 
tive form, according to Rule III. (Repeat Rule III.) 

Example. — He went with them. 

— = v o 

TJiem represents persons spoken of without naming them : 
therefore it is a personal pronoun in the plural number. De- 
clined: sing. nom. he, poss. his, obj. him; plu. nom. they, 
poss. their, obj. them. It is the object of the preposition with 
and therefore takes the objective form, according to Rule III. 
(Repeat Rule III,) 



THE PREPOSITIONAL RELATION. 105 

307. The Prepositional Relation. 

Example. — Every sentence was uttered with monotony 

A C == V 2 O 

of voice. 
A; o 

With shows the relation of the object monotony to the 
action uttered. 

Of shows the relation of the object voice to the object 
monotony. Therefore — 

Rule IV. 

308. A preposition shows the relation of its 
object to some action, state or other object. 

Exercise CXCI. 

309. Have pupils parse the prepositions and their ob- 
jects in the following sentences : 

i. The wagon was driven into the yard before the house. 

2. The whip was brought down upon him with an im- 

patient hand. 

3. The strokes were dealt to the number of six. 

4. The boy struck the pony on the side of the head. 

5. We can find a place for him in our store. 

Exercise CXCII. 

310. Let pupils select from the Reading Lesson sen- 
tences, and parse subject, verb, object, preposition, and object 
of preposition. 

Exercise CXCm. 

311. Have pupils write the following sentence upon the 

blackboard, and parse the five marked words : 

12 3. 4 5 . 5 

He has a genius for combining pleasure with business. 



106 ELEMENTS OF LANGUAGE AND GKAMMAK. 



Note. — The figures written over the words in the foregoing 
sentence indicate the rule under which they are parsed. 



THE USE OP POSSESSIVE FORMS. 

312. A noun is made to express ownership, origin or fit- 
ness by suffixing 's. 

Examples. 

Old Kaspar's work was done. 

A A C = 

The sun's rays shone upon him. 

A A • ■ Vg O 

The merchant sells men's shoes and children's clothing. 
A = A o -v- a o 

Note. — It should be remembered that when a common noun 
ends in the sound of s, an apostrophe (') only is suffixed; 
as, For conscience 7 sake I 

Caution. — Do not place an apostrophe ( ' ) before s in the 
possessive forms ours, yours, its, hers, theirs and whose. 

Rule V. 

313. A noun or a pronoun denoting ownership, 
origin or fitness, takes the possessive form. 

Model of Parsing. 

314. Example. — He sells boys' clothing. 

— == a o 

Boys' is a name: therefore it is a noun. Declined: sing., 
nom. boy, poss. boy's, obj. boy; plural, nom. boys, poss. boys', 
obj. boys. It is used in the sentence to denote fitness, and 
therefore the possessive form must be used according to 
Rule V. {Repeat Rule V.) 



POSSESSIVE FORMS AND ADJECTIVES. 107 

315. Have pupils parse the posses sives in each of the 
following sentences : 

Exercise CXCIV. 
i. The man quickened his steed's pace! 

2. What could that evening's bliss enhance? 

3. My father's house was burnt. 

5 . Ben Adhem's name led all the rest. 
5. That lilac's cleaving cones have burst. 

Exercise CXCV. 

316. Select and parse the possessives in the Reading Les- 
son, and tell whether they express ownership, origin or 

FITNESS. 

THE USE OP ADJECTIVES. 

317. Adjectives point out or describe persons and 
things and are used either as predicates or modifiers. When 
used as modifiers, they are joined to the names of the persons 
or things pointed out or described. To say, Bring a fresh 
pitcher of water is incorrect, for the word fresh is intended to 
describe water, not pitcher. Therefore — 

RULE VI. 

318. An adjective should be joined to the name 
of the person or thing pointed out or described. 

319. Models of Parsing. 

Example. — A silly crotchet had entered his stubborn brain. 

A A ^-= A A O 

Silly describes the thing crotchet, and is joined to its 
name, according to Rule VI. {Repeat Rule VI.) 

Stubborn describes the thing brain and is joined to its 
name, according to Rule VI. 



108 ELEMENTS OF LANGUAGE AND GRAMMAR. 



Exercise CXCVI. 

320. Have pupils parse the adjectives in the following 
sentences : 

i . The floweret watched the narroAv sky. 

The bonny bell held a tiny star. 

Many beautiful flowers bloom at this season. 

That soft hand was laid upon the pony's neck. 

She was a sweet little girl with fine blue eyes . 



THE USE OF ADVERBS. 

321. An adverb shows when, where or how a person 
or thing acts or is. 

Examples. 

John went home very quicklv to-day. 

= V V V V 

She is the most beautiful child. 

C A V A , 

Home shows where, quickly shows how and to-day shows 
when John went : home, quickly and to-day limit went. Very 
shows how quick and limits quickly. 

Most shows the degree of beauty and limits beautiful. 
Therefore — 

RULE vn. 

322. An adverb may limit a verb, an adjective 
or another adverb. 

323. Model of Parsing. 

Example. — The king had just returned. 

A = V 



ADVERBS AND CONJUNCTIONS. 109 

Just is an adverb of time, and limits returned, according 
to Rule VII. {Repeat Rule VII.) 

Exercise CXCVII. 
324. Have pupils parse the advei-bs in the following 
sentences : 

i. He did not articulate distinctly. 



"Stop!" said the King impatiently. 

He was not greatly confused. 

She was somewhat alarmed. 

Slowly the gate swung on its wooden hinges. 



Exercise CXCVIII. 

325. Let the pupil select the adverbs from the Read- 
ing Lesson, and show what words they limit. 



THE USE OP THE CONJUNCTION. 

Examples. 

326. Henry and George can study hard and play well. 
-v- ■ ==_ v W- = v 

John and Mary go, but neither their brothers nor Henry 

goes with them. 
= V^-o 

In the first sentence, and connects the nouns Henry and 
George, and the verbs study and play, words which have a 
common relation. 

In the second sentence, and connects the nouns John and 
Mary, both of which are subjects of the verb go. But con- 
nects the words following it with those which precede, and 
neither — nor brothers and Henry. Therefore — 



110 ELEMENTS OF LANGUAGE AND GKAMMAR. 

RULE VIII. 

327. A conjunction connects ■words having a 
common relation. 

Go takes the plural form, because it has two subjects. Goes 
takes the singular form, because the subjects brothers and 
Henry are connected by nor and Henry is nearest to goes. 
Therefore — 

RULE IX. 

328. If there are two or more distinct subjects 
connected by and, the verb takes the plural form ; 
but (2) if the subjects are connected by or, nor, or but, 
the verb takes the number of the subject nearest 
to it. 

329. Models of Parsing. 

Example. 

She and I are going to-day, but neither your friends nor he 
is going until Tuesday. 

Are going". Sing : ist person I am going, 2nd person 
thou art going, jrd person he is going ; plural : ist person 
we (she and I) are going, &c. Are going is in the first person, 
plural number, to agree with she and I, according to Rule 
IX., i. {Repeat Rule IX, i). 

Is going agrees with he, according to Rule IX., 2. {Repeat 
Rule IX., 2) 

Exercise CXCIX. 

330. Have pupils parse the verbs in the following sen- 
tences : 

1. George or his brothers are coming. 

2. Not he but thou art welcome. 



CONJUNCTIONS-PRONOUNS AS PREDICATES. Ill 

3. Neither he nor I am sick. 

4. Either your brothers or George is coming. 

5. She and I are studying. 

Exercise CC. 
331. Have pupils select from the Reading Lesson all 
the subjects connected by conjunctions, and tell the number and 
person of their verbs. 



PRONOUNS AS PREDICATES. 
Examples. 

332. It is I. I am he. It is you. 
- c = -c= - c = 

It will be noticed that when a pronoun is used as a predi- 
cate, it always takes the nominative form. Therefore — 

Rule X. 

333. A pronoun used as a predicate takes the 
nominative form. 

Models of Parsing. 

334. Example. — It was she that did it. 

- c =A ^~^ L - r ~ a 

She is used as the predicate, and therefore takes the nomi- 
native form, according to Rule X. {Repeat Rule X.) 

Exercise CCI. 

335. Let the pupils parse the predicate pronouns in the 
following sentences: 

1. Fear not ; it is I. 

2. I am He that liveth. 



112 ELEMENTS OF LANGUAGE AND GRAMMAR. 

3. It was we that saw it. 

4. It was they that said so. 

5. It was you and she that laughed. 

Exercise CCLT. 

336. Have pupils select from the Reading Lesson the 
pronouns, and give a reason for the form used. 



CORRECTION OP INCORRECT FORMS. 

Exercise CCLU. 

337. Have pupils correct the following plural forms 
and give reasons for so doing: 

1 . He must account for all monies received. 

2. Use two spoonsful of sugar and two handsful of flour. 

3. He sold his geographys and bought monkies. 

4. All women are not ladys. 

5. I met two Germen and three Frenchmans. 



Exercise CCIV. 

333. Have pupils use Rules I. and II. in correcting the 
following sentences : 

1. Me and him are going to school. 

2. John and me is friends. 

3. George come yesterday. 

4.' Whom do you think is coming ? 
5. The prices of sugar is advanced. 



CORRECTION OF INCORRECT FORMS. 113 

Exercise CCV. 
339. Have pupils correct, using Rules III. and IV. : 

i . Who did she write to ? 



He divided the apple between you and I. 

One don't know who to trust. 

Who is he looking for? 

Divide the oranges among the two boys. 



Exercise CCVI. 

340. Have pupils correct, using Rule V. : 
i. The boys storys was not believed. 

2. My slate is larger than your's. 

3. He sent his sons to a boy's school. 

4. They bought a hog's-head of sugar. 

5. It was John not Mary's pen. 

Exercise CCVII. 

341. Have pupils correct, using Rule VI. 

1 . Bring a fresh pitcher of water. 

2. Choose the least of two evils. 

3. I never heard a more truer saying. 

4. Sing the three first stanzas. 

5 . He walked a half a mile. 

Exercise COVIII. 

342. Have pupils correct by Rule VIL 
The speaker was exceeding prosy. 
He was scarce sensible of it. 
He won't give me no satisfaction. 
You . did splendid last recitation. 
Speak slow and distinct. 



114 ELEMENTS OF LANGUAGE AND GRAMMAR. 



Exercise CCIX. 
343. Have pupils correct by using Rules VIII. and IX 



Time and tide waits for no man. 
Has the horses or the cattle been found? 
Patience and diligence removes mountains. 
Neither the horse nor the wagon are worth much. 
Poverty and misfortune has been his lot. 



Exercise OCX. 
344. Have pupils use Rule X. in correcting : 

1. It was her and him that you saw. 

2. It is not him nor me that play truant. 
If I were him I would go. 
Do you know whom they are? 
There is a man and a boy in the parlor. 



Exercise CCXI. 

345. Have pupils correct: 
John done it, for I seen him do it. 
The cars run off the track yesterday. 
I should be sorry if you would be sick. 
He said there was no God. 
If I was you I would not go. 

Exercise CCXII. 

346. Have pupils correct : 

i. I will be drowned; nobody shall help me. 

2. Will we hear a good lecture? 

3. I hope that I will see him. 

4. The clock don't tick. 

5. It ain't no use to try. 



CORRECTION OF INCORRECT FORMS. 115 

Exercise CCXIII. 
347. Have pupils correct : 
i. I didn't know that he had went. 



I have a Webster and a Worcester's dictionary. 

Each pod contains five pease. 

The drover sold five hundred swine. 

The rooves of the houses is covered with snow. 



Exercise CCXIV. 
348. Have pupils correct : 

The Lord hath given and the Lord hath taken away. 



He studies that he might learn German. 
I would not be surprised to see him. 
Use the gargle every half an hour. 
Neither of the six men were identified. 



Exercise CCXV. 
349. Have pupils correct : 

He intended to have gone home. 



I expected to have met you yesterday. 
I recollect seeing him in Boston. 
I intended to have written to-morrow. 
He was anxious to have done it. 



Exercise CCXVI. 

350. Have pupils correct : 

i. You promised that you should visit me. 

2. I will receive a letter when the postman will come, 



116 ELEMENTS OF LANGUAGE AND GRAMMAR. 



3. How often will I see him? 

4. I was afraid I would lose the money. 

5 . The pupil said to the teacher : Can I go ? 

Exercise CCXVIL 
351. Have pupils correct : 
1. He always was and now is a sober man. 

Ye will not come unto me that ye might have life. 

He said that air had weight. 

I have saw an old friend to-day. 

He was so sick that he laid down. 



Exercise CCXVIII. 
352. Have pupils correct : 

1 . It was old dog Tray who was killed. 

2. They who study, will learn. 

3. If thou returnest in peace, the Lord has not spoken 

by me. 

4. Boys are a nuisance. 

5. He was retired from active service. 



Exercise CCXIX. 
353. Have pupils correct: 

1. A stream runs between the stone and brick house. 

2. They strove to have outflanked him. 

3. He appeared to die from poison. 

4. Divide them nuts between the four boys. 

5. George can do it quicker than John. 



USES OF WORDS SUMMARIZED. 117 



USES OF WORDS SUMMARIZED. 

354. I. Nouns and pronouns are used : 
i. As subjects — 

a. John runs ; Trees grow ; Fire burns. 

b. He falls ; She sings ; It rains. 

2. As objects — 

a. James plays ball ; George studies grammar. 

b. Albert struck him ; I saw them. 

3. As predicates — 

a. Horses are animals; Venus is a planet. 

b. It is I ; I am He ; It was we. 

n. Nouns are modified: 

1. By Adjectives — 

a. This tree grows ; Those books are fine. 

b. Diligent pupils improve ; He has good lessons. 

2. By Possessives — 

a. John's hand trembles. 

b. My tooth aches. 

3. By Appositives — 

a. Frank the miller grinds com. 

b. I saw Brooks the hatter. 

IH. Verbs are modified : 

1. By Nouns or Pronouns used as objects — 

a. I gave him the book. 

b. The boy cut his finger. 

c. " She dying gave it me." 



118 ELEMENTS OF LANGUAGE AND GRAMMAR. 

2. By adverbs — 

a. He comes now. 

b. Paul went there. 

c. John writes "well. 

d. Why did he not go? 

3. By nouns denoting quantity — 

a. The boy went home. 

b. Wheat is worth a dollar a bushel. 

c. The child is three years old. 

d. The cars go forty miles an hour. 

e. He will leave to-morrow ; — to-day. 

III. Adjectives and adverbs are modified by adverbs 
of degree : 

a. This apple is not quite ripe. 

b. The man is too old to learn. 

c. His answer was not very satisfactory. 

Exercise CCXX. 

355. 1. Have pupils write five se?itences ilhistrating two 
of the principal uses of nouns and pronouns. 

Model. — The boy saw a bear. 

2. Have pupils write five sentences illustrating in each the 
use of two or ?nore ??wdifiers of nouns. 

Model. — My neighbor's old dog was shot. 

3. Have pupils write five sentences illustrating in each the 
use of two or more modifiers of verbs. 

Model. — He tells the story well. 



COMPOSITION-PUNCTUATION REVIEWED. 119 



PART IV. 



COMPOSITION. 



356. Composition is the art of expressing thought in 
appropriate language. 

Note i . — The pupil has now been trained in making and 
transforming sentences. He is now to write bills, receipts, 
promissory notes, and transform brief stories and poems. 
He has mastered the forms of English speech, so that he may 
now think with his pen and express thought in appropriate 
language. 

Note 2. — In combining words so as to express thought and 
sentiment, the pupil has learned simple and idiomatic English. 
But "Words are not merely the clothing of thought: they 
are thought incarnate ; the language and the idea are united, 
like soul and body, so that the style is the man — the man as 
made by his ancestors, his education, his career, his circum- 
stances, and his genius." 



PUNCTUATION. (Reviewed.) 

357. Punctuation is the art of separating written lan- 
guage, and of indicating its parts by means of marks. 

355. Marks used in Punctuation: 

The period . . \ . . 

The interrogation-point % 

The exclamation-point ! 



120 ELEMENTS OF LANGUAGE AND GRAMMAR. 



Quotation-marks " " 

The apostrophe ' 

The comma f 

The hyphen 

The colon : 

The semi-colon • 

The dash — 

Parentheses ( ) 

Brackets [ 

359. — Summary of Rules. 

Rule I. A Period should be placed after every declara- 
tive and imperative sentence, and after every 
abbreviation and every heading. 

Rule LT. An Interrogation-point should be placed after 
every question, and after every word used in- 
terrogatively. 

Rule ILT. An Exclamation-point should be used after every 
word or group of words expressing strong 
feeling. 

Rule IV. Quotation-marks should be used to enclose the 
exact words of another. 

Rule V. An Apostrophe should be used to show that let- 
ters are omitted from a word, or to make a 
noun indicate ownership, origin or fitness. 

Rule VI. A Comma should be used to separate words, or 
groups of words. 

Rule VII. A Hyphen is used to unite two or more words 
into one, or to show that part of a word is car- 
ried to the next line. 



PUNCTUATION REVIEWED. 121 

Rule Vm. The Colon should be used to introduce a speech 
or a long quotation. 

Rule IX. The Semicolon should be used to introduce an 
example before as or namely, or to separate 
the larger parts of a long sentence. 

Rule X. The dash should be used to show a break in a 
word, or in a sentence. 

Rule XI. Parentheses should be used to inclose explana- 
tory words. 

Rule XII. Brackets should be used to show that words are 
supplied to make the sense clearer. 

Exercise CCXXII. 

«360. Punctuate the following sentences : 

Remark. — Write the sentences upon the blackboard 
omitting" the points in. 

i . Here are John and his dog Frisk How happy they 
are Will they remain here long 

2. Puss is out in the garden Do you see her lying 
under the flowers How slyly she watches the birds 

3. Here is Johnny blowing soap-bubbles How happy 
he looks Did you ever blow soap-bubbles 

-4. What does it take to make a racket Two small boys 
in pants and jacket 

5. "Ha ha Mrs Stork," then he laughed, "may I beg 
To know what has injured your beautiful leg " 
" A cruel young fellow threw at me a stone 

And striking my leg it broke the frail bone " 
" Ha ha the same boy threw at me," said the snake 
" But you see Mrs Stork I had no legs to break " 



122 ELEMENTS OF LANGUAGE AND GRAMMAR. 

6. " O, my poor babies Is it fever, Doctor?" asked 
Daisy. Dr Don looked wise, and, shaking his head, slowly 
said: "Both your babies, Mrs Daisy, have red fever 
bad I will bring you some pills " Bowing gravely, Dr 
Don went off for the pills 

7. " Caterpillar caterpillar 

On the apple bough 
Tell me how you get your living, 
Do you earn it, now " 
' ' Earn my living answers he ; 
" What a thing to ask of me 
I for work was never made 
Spinning is the spider's trade " 

8. " To-whit to-whit to-whee 

Will you listen to me 
Who stole four eggs I laid 
And the nice nest I made 
Bobolink Bobolink 
Now what do you think " 

9. O moon in the night I have seen you sailing, 

And shining so round and low ; 
You were bright ah bright but your light is failing — 

You are nothing now but a bow 
You moon, have you done something wrong in heaven 

That God has hidden your face 
I hope, if you have, you will soon be forgiven, 

And shine again in your place 

10. What a talkative old clock 

Let us see what it will do 
When the pointer reaches two; 
Ding-ding — tick-tock " 
That is what it says. 



PUNCTUATION REVIEWED. 123 

361. The chief use of the comma is to separate explan- 
atory words and the names of persons and things addressed. 
Words quoted are placed within quotation marks (" "). 

Examples. 

" Well," said Robert, " then I must sup to-night on roasted 
onions and barley." 

' Well, my friend," said the hunter, " did I not allow you 
enough for your loss ? " 

" Yes," said the Indian, "you have seen me at your own 
door." 

A wind came up out of the sea 

And said, O mists, make room for me. 

Exercise CCXXIII. 

362. Copy and punctuate the following : 

j^ 1 * Write upon the blackboard with points omitted: 

i. " Mamma " said Johnny Ray about two weeks 
before Christmas " I want to buy a present for Pat 
Ryan " 

2. " O mamma " cried John as he came into the 
room " that is just the thing " 

3. "What you do not like work " said the crow 
again " Oh you idle boy you are worse than a bird " 

4. Then Willie went without saying a word and brought 
the rest of his cake 

5. " No Paul " said his mother " you must eat the candy 
yourself" 



124 ELEMENTS OF LANGUAGE AND GRAMMAR. 

6. "Well Susie like a lady give him a seat at the 
table " 

7. " Pray honest friend •' said a fourth " is that donkey 
your own " " Yes " said the man 

8 " Why ma'am the birds built it there " said John. 

9. "Father " said he in a pitiful voice " "What must 
we do " 

10. "It's never going to come " said Eddy in a fretful 
tone of voice 

363. Place a comma before the verb when the subject is 
modified by a long phrase or clause. 

Examples. 

The desire of doing good to others, is always commendable. 
The man who habitually neglects his duty, should suffer. 

Exercise CCXXTV. 

364. 1. A lady who found it not easy to wake in the 
morning bought an alarm-watch 

2. The meekest flower that grows in wood or field is the 
daisy 

3. Jack Pilfer seeing Charles holding the horse asked 
what was in the basket 

4. A gentleman who lived in the country took his son to 
town 

5. The youngest whose name was George was a good 
boy. 

6. All plans for improving others result in self-culture. 



BILLS, RECEIPTS AND PROMISSORY NOTES. 125 

7. A man or a woman wanting in probity will do 
improper things 

8. Hey do you hear me In 1267 grains how many 
pwts drams ounces pounds 

9. Oh Harry come and see this picture Such 
strange little animals Oh yes I see how it is done 

10. Prof C M Woodward Ph D Director of 
the Manual Training School St Louis Mo Rome 

N Y Oct 17 1890 



BILLS, RECEIPTS AND PROMISSORY NOTES. 

365. The habit of keeping an account of petty expendi- 
tures should be acquired even by youths. As they are fre- 
quently called upon to transact business for their parents or 
others, they should learn business forms, and be able to make 
out bills and give the proper receipt for money collected. 
Boys do chores and run errands, and should know how to 
keep small accounts. 

Form of Bill. 

366. • St. Louis, Mo., Dec. 1, 1888. 

Mr. Merry Goodman, 

To Lightwood Sharp, Dr. 

For doing chores and running errands, viz: 

Nov. 6. Carrying bundles to the station $ 25 

" 10. Arranging kindling in woodhouse 35 

" 16. Washing buggy and cleaning harness 65 

" 27. Taking letters to the postoffice 10 



Total $1 35 



126 ELEMENTS OF LANGUAGE AND GRAMMAR. 

Remark. — When a bill is paid it should be receipted by 
writing at the bottom, Received Payment or Paid, with date of 
payment and name of receiver. 

Exercise CCXXV. 

367. Let pupils make out a bill for articles supposed 
to be bought at the grocery where you deal, and receipt it 
properly. 

Receipts. 

368. A Receipt must contain — 

i . The word Received, with the date. 

2. The name of the person from whom the money is 

received. 

3. The sum of money received expressed in "words. 

4. It should state whether the amount is in full or only 

on account. 

5 . It must be signed by the Receiver. 

Form of Receipt. 

369. Received, St. Louis, June 4, 1889, of Prompt 
Payall, the sum of seventeen -f^ dollars, in full. 

$ J 7 t£o- Grateful Receiver. 

Exercise CCXXVI. 

370. Have pupils "write receipts for various amounts 
supposed to be received from fictitious persons. 

Promissory Notes. 

371. A promissory note must contain — 

1. The place where, and the date when it is given. 



LETTERS AND FORMAL NOTES. 127 

2. A promise to pay to a certain person, or to his 
order, at a certain time. 

3. The sum of money written in words. 

4. The note must contain the words " For value 
received." 

5 . It must be signed by the person receiving the con- 
sideration. 

Form of Promissory Note. 

$167^. St. Louis, Mo., July 6, 1889. 

Four months after date I promise to pay to the order of 
Handsome Comfort, the sum of one hundred sixty-seven -f^ 
dollars, for value received. . Faithful Promiser. 

Exercise CCXXVn. 

373. Have pupils "write notes and receipts from the fol- 
lowing data, using i?naginary names : 

$5 01 Tw P a ^ by a note at ^ months. 
$75°tto " " " " four 
$3°7tMt " " " " three " 



LETTERS AND FORMAL NOTES. 

374. There are six things about a letter that require 
attention, viz : 1. The Heading. 2. The Salutation. 3. 
The beginning of the contents. 4. The Subscription. 5. 
The Folding and Enclosing. 6. The Superscription and 
Stamping. 



128 ELEMENTS OF LANGUAGE AND GRAMMAR. 

375. The heading contains the place from which and 
the date when the letter is written. If written from a city, the 
number and street should be given in one line and the place 
and date in another. Begin about an inch from the top of the 
page. Thus : 

7569 High Street, 
New York, June 6, 1889. 

Remark. — The heading should occupy the right upper 
corner of the page on which it is written, beginning near the 
middle of the page and not too near the top. 

376. The salutation is written on the left, beginning on 
the line below the heading, and consists of the title, name 
and postoffice address of the person to whom it is written, and 
the words, " Dear Sir," " My dear Sir," etc. Each line 
should begin farther toward the right. Thus : 

Prof. Acute Thinker, 

Concord, Mass. 

My dear Sir: 

Remark. — Strangers are addressed as Sir, Madam; 
acquaintances as Dear Sir, Dear Madam ; and friends as My 
Dear Sir, My Dear Madam, My Dear John. 

377. The Contents of the letter should begin on the 
line below the salutation, unless the salutation is long, when it 
is in good taste to begin on the same line. When the saluta- 
tion is short use the same line for the opening contents. Thus : 

Dear Sir : Your recent favor is at hand. 



LETTERS AND FORMAL NOTES. 129 

Hon. Wellington Buonaparte, 

Washington, D. C. 
My dear friend: I am delighted to hear of your 
appointment, &c. 

378. The Subscription should begin near the middle in 
the line below the last line of the letter. Thus : 

Very truly yours, 

Persistent Officeseeker. 

Remark. — In official letters use Respectfully ; in business 
letters, Yours truly, Yours respectfully ; in letters of friend- 
ship, Yours sincerely, Yours affectionately; but in writing to 
relatives, put your with the relationship you hold to the person. 
Thus : Your affectionate son, Your loving niece. 

379. The folding of a letter requires skill. A sheet of 
note paper is folded one-half or one-third its length, the edges 
being kept even in folding. A sheet of letter paper is gen- 
erally folded one-half its length, the fold is then turned to the 
left and treated as if it were a sheet of note paper. In putting 
it into the envelope, the edge last folded is put in first. 

380. The Superscription should begin at the left, a 
little above the middle of the envelope. The first line should 
contain the name and title of the person addressed ; if ad- 
dressed to a person residing in a city, the second line should 
contain the number and street, if not, the name of the post- 
office ; the third line should contain the name of the city or 
county, and the fourth line, the name of the State or Country. 
Each line should begin a little farther toward the right, to make 
the superscription look symmetrical. The stamp should occupy 
the upper right hand corner. A shown on next page. 



130 ELEMENTS OF LANGUAGE AND GRAMMAR 




161fl Pennsylvania Ave., 



8^" The P. O. Department prefer that the name of the post- 
office be written first. 



Exercise CCXXVHI. 

381. Write a letter to your teacher, observing all the 
directions given above. Write a letter supposed to be from a 
distant city. 

Formal Notes. 

382. Formal notes are generally invitations to attend social 
gatherings, parties or dinners, and replies to such invitations. 

A note of invitation should begin with the name of the per- 
son or persons sending it, followed by a request for the com- 
pany of the person or persons invited, with the day and hour. 
The writer's number and the date are put at the left on the line 
below. 



LETTERS AND FORMAL NOTES. 131 



Form of Formal Note. 

383. Mr. and Mrs. Green request the pleasure of Miss 
Browning's company at dinner, on Thursday, June 21, at four 
o'clock. 

4067 Pine Street — Jane 14, 18 91. 

Exercise CCXXIX. 

385. Write notes of invitation, and notes accepting or 
declining such invitations. 

Exercise CCXXX. 

384. Write letters applying for situations in answer 
to advertisements. 

WANTED. — A boy to do office work; must reside 
with his parents and be well recommended. 
Answer E, this office. 

To be cut and pasted on application. 

Sir : I would respectfully apply for the position advertised 
above. 

I am twelve years old and reside with my parents at No. 
7147 Rose St. I am permitted to refer to Mr. Sam. M. Ken- 
nard, from whom I received the enclosed testimonial. 

Very respectfully, 

George Sharp. 



CHANGING BRIEF POEMS INTO PROSE. 
Exercise CCXXXI. 

386. THE ARROW AND THE SONG. 

I shot an arrow into the air, 

It fell to earth, I knew not where; 



132 ELEMENTS OF LANGUAGE AND GRAMMAR. 

For, so swiftly it flew, the sight 
Could not follow it in its flight. 

I breathed a song into the air, 
It fell to earth, I knew not where; 
For who has sight so keen and strong 
That it can follow the flight of song? 
Long, long afterward, in an oak 
I found the arrow, still unbroke; 
And the song, from beginning to end, 
I found again in the heart of a friend. 

— Longfellow. 

Tell the story as if you had found an arrow in a tree and 
had been charmed by one of Longfellow' 's poems. 

Note. — The story should be told in a pleasing way so as to 
be intelligible to any one, whether he knows the poem or not. 

Exercise CCXXXII. 
387. THE FOUR LAKES OF MADISON. 

Four limpid lakes, — four Naiads 
Or sylvan deities are these, 

In flowing robes of azure drest ; 
Four lovely handmaids, that uphold 
Their shining mirrors, rimmed with gold, 

To the fair city in the West. 

By day the coursers of the sun 
Drink of these waters as they run 

Their swift diurnal round on high; 
By night the constellations glow 
Far down the hollow deeps below, 

And glimmer in another sky. 

Fair lakes, serene and full of light, 
Fair town, arrayed in robes of white, 



CHANGING POETRY INTO PROSE. 133 

How visionary ye appear ! 
All like a floating landscape seems 
In cloud-land or the land of dreams, 

Bathed in a golden atmosphere. — Longfelloiu. 

Tell the story as if you had visited Madison, and had taken 
a boat ride by moonlight on one of the lakes. 

Exercise CCXXXIII. 

388. DAYLIGHT AND MOONLIGHT. 

In broad daylight and at noon, 
Yesterday I saw the moon 
Sailing high, but faint and white 
As a school-boy's paper kite. 

In broad daylight yesterday, 
I read a poet's mystic lay ; 
And it seemed to me at most 
As a phantom or a ghost. 

But at length the feverish day, 
Like a passion, died away, 
And the night, serene and still, 
Fell on village, vale and hill. 

Then the moon, in all her pride, 
Like a spirit glorified, 
Filled and overflowed the night 
With revelations of her light. 

And the Poet's song again 

Passed like music through my brain ; 

Night interpreted to me 

All its grace and mystery. — Longfellow. 

Tell the story as if you had read the poem and seen the 
moonlight. 



134 ELEMENTS OF LANGUAGE AND GRAMMAR. 

* 

Exercise CCXXXIV. 
389. DAYBREAK. 

A wind came up out of the sea, 

And said, " mists, make room for me." 

It hailed the ships and cried, " Sail on, 

Ye mariners, the night is gone." 

It hurried landward far away, 

Crying, "Awake ! it is the day." 

It said unto the forest, " Shout ! 

Hang all your leafy banners, out." 

It touched the wood-bird's folded wing, 

And said, " O bird, awake and sing." 

And o'er the farms, " O chanticleer, 

Your clarion blow: the day is near." 

It whispered to the fields of corn, 
" Bow down and hail the coming morn." 

It shouted through the belfry tower, 
" Awake, O bell! Proclaim the hour." 

It crossed the churchyard with a sigh 

And said, " Not yet ! in quiet lie." 

— Longfellow. 

Tell the story describing the wind as light, and show how all 
nature is aroused to activity when the day dawns. 

Exercise CCXXXV. 

399. THE MORAL WARFARE. 

When Freedom, on her natal day, 

Within her war-rocked cradle lay, 

An iron race around her stood, 

Baptized her infant brow in blood, 

And, through the storm which round her swept, 

Their constant ward and watching kept. 



CHANGING POETRY INTO PROSE. 135 



Then, where quiet herds repose, 
The roar of baleful battle rose, 
And brethern of a common tongue 
To mortal strife as tigers sprung, 
And every gift on Freedom's shrine 
Was man for beast, and blood for wine ! 

Our fathers to their graves have gone ; 
Their strife is past — their triumph won ; 
But sterner trials wait the race 
Which rises in their honor'd place — 
A moral warfare with the crime 
And folly of an evil time. 

So let it be. In God's own might 

We gird us for the coming fight, 

And strong in Him whose cause is ours 

In conflict with unholy powers, 

We grasp the weapons He has given, — 

The Light, the Truth, the Love of Heaven. 

— Whittier. 
Tell this story in prose. 

Exercise CCXXXVI. 
391. THE BROOK AND THE WAVE. 

The brooklet came from the mountain 

As sang the bard of old, 
Running with feet of silver 

Over the sands of gold ! 

Far away in the briny ocean 

There rolled a turbulent wave, 
Now singing along the sea-beach, 

Now howling along the cave. 

And the brooklet has found the billow 
Though they flowed so far apart, 

And has filled with its freshness and sweetness 
That turbulent, bitter heart ! 



136 ELEMENTS OF LANGUAGE AND GRAMMAR. 

Write the story as if the brooklet were a little child, and the 
wave a rough and miserly relative. 

Exercise CCXXXVII. 
392. THE CASTLE-BUILDER. 

A gentle boy, with soft and silken locks, 
A dreamy boy, with brown and tender eyes, 

A castle-builder with his wooden blocks, 
And towers that touch imaginary skies. 

A fearless rider on his father's knee, 

An eager listner unto stories told 
At the Round Table of the nursery, 

Of heroes and adventurers manifold. 

There will be other towers for thee to build ; 

There will be other steeds for thee to ride ; 
There will be other legends, and all filled 
With greater marvels and all glorified. 

Build on, and make thy castles high and fair ; 

Rising and reaching upward to the skies ; 
Listen to voices in the upper air, 

Nor lose thy simple faith in mysteries. 

— L ongfellow . 

Write an essay, showing how the plays and dreams of child- 
hood foreshadow the occupations and achievements of manhood, 
using the imagery of the poem. 



Ii.l Hi il 



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